By Chris Hodgson
Adventure schooling is a kind of experiential studying quite often linked to actions related to threat, from cooperative video games corresponding to raft construction to excessive event actions reminiscent of rock climbing. Adventure schooling: An Introduction provides a complete creation to the making plans, supply and review of event schooling, with a powerful emphasis on specialist perform and supply.
Written via a crew of top event Educators who can draw upon an in depth event base, the booklet explores an important techniques for instructing, studying and implementation in experience schooling. The ebook is totally illustrated all through with real-world case stories and examine surveying the major modern matters dealing with experience schooling Practitioners. This comprises necessities for the journey educator equivalent to threat administration and tailoring actions to satisfy particular studying wishes, in addition to supplying an perception into modern makes use of for experience programmes. With open air and experience actions being extra well known than ever prior to, this booklet is key analyzing for any scholar, instructor or practitioner trying to comprehend event schooling and enhance their specialist skills.
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Additional resources for Adventure Education: An Introduction
But whilst no studies have attempted to determine the specific merits of individual adventure activities, some at least have looked at activities more broadly and could influence planning. We should aim to provide activities that offer opportunities to create dissonance or a ‘constructive state of anxiety’. , 1997). High ropes activities are also popular because they allow participants the potential for cognitive dissonance while being relatively easy to facilitate: staff can be trained relatively cheaply on site, especially when compared to the time and money needed to become qualified in other adventure activities.
The amount and intensity of physical activity in relation to group size has been given some attention in physical education research. Carron (1990) found correlations between group size and social and physiological outcomes, with overall trends tending to show poorer outcomes for larger groups. This is of particular interest to those of us involved in adventure education because of current concerns regarding health, and obesity in particular (see Chapter 8). Finally, group size has been shown to be linked to the notion of ‘productivity’.
This draws upon both evidence-based and theoretical material in order to summarise how components of adventure education might contribute to the achievement of particular outcomes. It serves not only as a summary but is used in this chapter as a means of grouping programme characteristics that would be helpful in planning purposeful adventure education. ADVENTURE EDUCATION PROGRAMME CHARACTERISTICS AND OUTCOMES Unfortunately, investigating the relationship between programme characteristics and outcomes is not simple.