This research is an autoethnographic account of teaching and learning during outdoor education experiences in Physical Education Teacher Education (PETE). Through the process of writing as a method of inquiry, I use a framework of outdoor experiences that went wrong, to identify the symbiotic relationship between teaching and learning in outdoor…

Group processing is arguably the pivotal element when implementing cooperative learning (CL). It is the primary vehicle to help group members reflect on behaviors that impede or enable group work. Participating in group processing facilitates students' understanding of their own personal and social development as they recognize how they have…

Background: Participation in youth sport is often associated with a variety of positive development outcomes. In order to effectively utilize sport as a context of learning and development, the sport must be intentionally designed and programed. One often-used approach is known as sport-based positive youth development (PYD). Recently, to further…

Any use or non-use of digital technology in outdoor experiential learning requires critical examination. Digital technology can undermine the aim of being outdoors, but it can also create opportunities to enhance outdoor learning experiences. This paper presents a conceptual framework, based on a systematic review of the literature, that…

The purpose of this article is to explore and problematise teachers' talk about outdoor education in New Zealand. The focus is on what can be said, how it is said and the discursive effects of such ways of speaking. The inquiry draws on Foucauldian theoretical insights to analyse interview transcripts derived from semi-structured interviews with…

A relatively small number of researchers have found it interesting and useful to examine why and how persons choose to be and become adventure educators (AEs) and why they teach as they do. The implications of this knowledge are: (1) gaining insight into novice AEs' perceptions of what is required to provide in-depth and high quality instruction…

Allowing students a sense of autonomy has long been considered an important pedagogical tool. This paper synthesizes the current literature on student autonomy from the education, youth development, and outdoor adventure fields and explores its value through an analysis of data from the National Outdoor Leadership School (NOLS). The results…

Rarely do outdoor educators get the opportunity to safely incorporate an avalanche while the topic of the day is actually avalanche awareness and forecasting. Many similar possibilities exist in the expeditionary context, but even brief excursions may result in incredible learning experiences. These "teachable moments" occur regularly in the…

Getting children off the ground poses psychological and physical challenges that vary individually. It is important to assess the emotional and skill readiness of each class before attempting to utilize high elements in the curriculum. High elements add an increased perception of risk, which enhances student learning in the adventure education…

The purpose of this illustrated manual is to increase the knowledge and facilitate the training of challenge course instructors at an outdoor education center in Texas. It is intended for use as a tool during staff training for new instructors and as a reference tool throughout the school year by all instructors. The manual presents information…

The key to a successful program in a cold environment lies in dealing with the cold while still accomplishing program goals and objectives. Teachers and students must be aware of physiological and psychological reactions to the cold, cold injuries and their treatment, and techniques for staying warm. (SB)

Describes development of the Instructor Effectiveness Questionnaire (IEQ). Survey of 234 students participating in canoeing and kayaking at the Nantahala Outdoor Center (North Carolina) found that all 17 teachers received high scores, that the IEQ was able to discriminate between more- and less-effective instructors, and that female instructors…

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,…

A supplement to the North Carolina Outward Bound School's Instructor's Handbook, this field manual presents useful, but not required, information gleaned from old timers and resource books which may enable the instructor to conduct a better course. Section one considers advantages and disadvantages and provides directions and topographical maps…

An outline for training leaders of outdoor adventure activities containing both the method by which leaders should be trained and the material which should be presented during the training is presented. Because the outline concerns itself with the skill of leadership, it is applicable to a wide variety of outdoor educators including those involved…