Adventure Education

Definition – Adventure Ed.

Actively engaging participants in authentic experiences that have benefits and consequences; focused on intra and interpersonal development

Q&A

What are some ‘synonyms’ for adventure education? Project adventure, team challenge, cooperative

activities

What are some examples of contrived adventure type activities?

Related to but not:

Outward Bound (loosely) Outdoor/Wilderness education

More about recreation and education in natural settings Less about contrived activities and personal/group growth May incorporate some elements of adventure education

(challenge by choice and personal growth but it is different) Examples: Orienteering, rock climbing, camping, kayaking,

mountain biking, etc

Generalized History of AE

4H, YMCA, YWCA Kurt Hahn (Germany, Gordonstoun-Scotland) Outward Bound NOLS Project Adventure (make advantages of

outward bound available to everyone) More recent

AEE, ACCT, specializations

Adventure Education

Values process of participation and promotes: Cooperation (collaborative problem solving) Challenge oneself (expand horizons/abilities) Risk assessment Trust in others Problem solving Self-esteem/confidence Communication (speaking and listening) Tolerance for differences Exploring personal limitations

Adventure Education

Stretch Zone Experience

Teacher Roles

Safety enforcer Teach spotting, mindful of safety ALWAYS

Rule enforcer Keep students on task according to the rules

Encourager Problem presenter, NOT SOLVER

Be patient, use subtle hints if necessary Modify challenge if necessary

Tone setter Create atmosphere of respect, enjoyment, trust; redirect

negative or unacceptable behavior; “blind” or “mute” dominant people so other leaders might emerge.

Experiential Learning Cycle

Briefing(frontloading)

Debriefing

Activity

Experiential Learning Cycle

STEPS – all are important

1. Explanation of the task (briefing) Usually in the form of a story or scenario (sinking ship etc)

2. Experience or physical activity (activity)

3. Reflecting (debriefing) Group discussion Challenge students with questions to promote affective

growth for group and individuals

Apply or transfer learning to real-life settings

Experiential Learning Cycle

Debriefing Experience, Reflect (what happened) What does it mean Now what (application)

Do’s and don’ts

Debriefing

Types: Let experience speak for itself Tell them what happened (well, improve, learned)

– not recommended Questions that guide participants to discoveries -

most common Subtype: Tie experience back to frontload emphasis

Self facilitation – journals, pose own Q’s, create poem

Debriefing

Observe the students during the challenge, take notes if necessary. Debriefing helps groups realize what is going on – the big picture. This includes the way the group was communicating, working out conflicts, how the group made decisions, and how individuals helped or hindered the group. By gaining insights to these things, the group will pull together.

From Cayuga Nature Center

Sample Debriefing Q’s How did you feel when…? What did you do when…? What happened when…? What did the group do when…? Did everyone’s idea get heard? Was there any one leader? Who? Did everyone like the final solution? What was the biggest highlight for you? What was the biggest challenge? What was the biggest disappointment? Have you learned anything about yourself?

Sample Debriefing Q’s What effective communication were used? How did your teammates enable you to succeed? How did everyone work together? What would you change if you could do it again? What did we learn? What helped us to do that learning? What worked well? Not so well? How could we improve our work

together? Did the conversation move us closer to our goals? How? Did we actually focus on the students' work, or on other issues?

(personal) Did we follow the process as we planned? If not, why? How could we

improve our process? How might we build on this conversation? On what issues were individuals willing to compromise?

Sample Debriefing Q’s How did your team work as a group? Was there conflict in the decision

making process? How did the students discern important messages from less important

communications? Were certain communications automatically given priority or ignored? How does this compare with the flow of information in the real world?

Who else had the same experience? Who reacted differently? What do you understand better about yourself/your group? What might we draw/pull from this experience? What does that suggest to you about [communication/conflict/etc.] in

general? How does this relate to other experiences you’ve had? How could you apply/transfer that? What might you do to help/hinder yourself? How could you make it better? What modifications can you make work for you?

Sample Debriefing Q’s

Linked files: Additional questions 1 Additional questions 2

Full Value Contract

Social contract Written or verbal Actions toward others

Student ownership Contracts are the guidelines

May want to have each student sign a contract prior to participating. Example 1 Example 2

Challenge by Choice

Definition – participants may choose the level of learning that promotes optimal learning Honor a student’s ability to decline so long as they don’t

abuse the choice. As an alternative to yes/no choice options, provide an

appropriate range of options. For example, on the pamper pole, one student may choose to jump from top while another chooses to climb only 5 feet up

Respect choices Stretching their potential

Example

Possible Activities

High Elements: Group or individual challenges in the air requiring a belay for safety (pamper pole, ships crossing)

Low Elements: Group or individual challenges that require spotting (nitro crossing, spider’s web…)

Field Initiatives: Group or individual challenges on the ground, not spotting required

Ropes courses are typically outside, project adventure typically takes place in a gymnasium

Levels of Difficulty

Not all elements are made the same

Beginning Intermediate Advanced

All aboard Wild Woosey Hickory Jump

The maze Mohawk Walk The Wall

Whale Watch Porthold Trust Fall

TP Shuffle Spiderweb Fidget Ladder

(Project Adventure Inc.)

Risk – Perceived v. Actual

(Adventure Program Management Training Manual, Project Adventure Inc., 2005)

General Perception of Risk

Actual Frequency of Injury

Actual Potential Severity of Injury

Warm-up games and activities

Low Moderate Low

Low challenge course elements

Moderate Low Low to Moderate

High challenge course elements

High Very Low Moderate to High

Injury Rate Comparison

(20 Year Safety Study, Project Adventure Inc, 2005)

Activity Injury Rate (per million hours of exposure)

Project Adventure challenge course activities

4.3

Backpacking 192

Downhill skiing 724

Competitive Orienteering 840

Basketball 2,650

Soccer 4,500

PE at Chenango Forks, NYCombination of Adventure and Outdoor Ed. Indoor climbing wall in pool Mountain biking at local state park Kayaking/canoeing at local pond, state park, and

pool Ropes course and tower in woods alongside school Lower grades completed extensive project

adventure curriculum and various low elements prior to advanced components

Emphasis of Standards within

Adventure Education 1. Demonstrates competency in motor skills and movement

patterns needed to perform a variety of physical activities.Minor

2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Minor

3. Participates regularly in physical activity. Minor

4. Achieves and maintains a health-enhancing level of physical fitness.

Minor

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Major

6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Major

Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

Assessment

Portfolio Group focus Document progress Positively independent Select examples

Rubrics Journals Others

Websites http://www.fairfield.k12.ct.us/rogerludlowe/C_RogerLudlowe/05/proj

ect_adventure.htm http://www.summit.k12.nj.us/sps/Admin/Comm/PA%20story.htm http://www.tenafly.k12.nj.us/~lweissman/check_harness.htm http://www.fairfield.k12.ct.us/tomlinson/adventure/project.html http://www.nsboro.k12.ma.us/zeh/physed.htm http://www.florence.k12.wi.us/District%20new/District_web_pages/di

strict/adventure_education.htm http://www.germantownacademy.org/academics/us/pe/11/ropes.htm http://ssd.sau21.k12.nh.us/14532022103219393/blank/browse.asp?

A=383&BMDRN=2000&BCOB=0&C=53942

Sample Activities

Sample activities 1 Common and popular

Sample activities 2 Over 200 activities

Dr. Cummiskey’s facilitator notebook Team building bible

Knot Tying You Tube Videos

Figure 8 Knot http://www.youtube.com/watch?v=7yO7ePhqx8E

Figure 8 Loop http://www.youtube.com/watch?v=Yu3WNceTJ7o

Figure 8 Follow Through (used for direct tie-ins) http://www.youtube.com/watch?v=uI6KzRx8zAY

Super 8/Double Figure 8 http://www.youtube.com/watch?v=hp7x4LNr-Do

Butterfly Knot (aka Alpine Butterfly Knot) http://www.youtube.com/watch?v=GyH-otibEGE http://www.youtube.com/watch?v=QbCXHqLCCu0

Double Fisherman’s http://www.youtube.com/watch?v=2OIIRbpoTJw&feature=fvst

Prussic knot http://www.youtube.com/watch?v=MDU4sSkXrIM

Overall website for all of the above knots if you prefer animated tutorials http://www.abc-of-rockclimbing.com/howto/learn_climbing_knots.asp

Other Resources

Sample program Websites:

http://www.pa.org/

http://wilderdom.com/pa.htm http://www.geocities.com/dr_adventure/

activitypage.html http://www.chelseapiers.com/eventsales/

activities_EG.htm http://wilderdom.com/games/OtherSites.html

Competencies Checklist

Adventure programs want facilitators to have the proper training in order to promote participant success and minimize potential liability. This may involve mastering several competencies laid out in a checklist or self-assessment format Example self assessment

Summary

Innovative curricular strategy Student-centered Meets NASPE standards

Activity

Design your own project adventure activity. Must include: Briefing (story) 4 possible debriefing Q’s

Relate to activity, not just generic Q’s from PPT