Download PDF by Chris Hodgson: Adventure Education: An Introduction

By Chris Hodgson

Adventure schooling is a kind of experiential studying regularly linked to actions regarding hazard, from cooperative video games akin to raft development to excessive event actions equivalent to rock climbing. Adventure schooling: An Introduction provides a finished advent to the making plans, supply and overview of event schooling, with a robust emphasis on specialist perform and supply.

Written by way of a workforce of best experience Educators who can draw upon an in depth adventure base, the publication explores crucial recommendations for educating, studying and implementation in event schooling. The ebook is absolutely illustrated all through with real-world case reports and learn surveying the major modern concerns dealing with experience schooling Practitioners. This comprises necessities for the journey educator corresponding to possibility administration and tailoring actions to fulfill particular studying wishes, in addition to supplying an perception into modern makes use of for event programmes. With outdoors and experience actions being extra renowned than ever prior to, this publication is vital studying for any pupil, instructor or practitioner trying to comprehend experience schooling and advance their expert skills.

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1990) The Semantics of Adventure Education, in Miles, J. and Priest, S. (eds) Adventure Education, State College, PA: Venture. Priest, S. (1991) The Ten Commandments of Adventure Education, Journal of Adventure Education and Outdoor Leadership, 8: 8–10. Priest, S. and Chase, R. (1989) The Conditional Theory of Outdoor Leadership, Leisure Studies, 10: 163–170. W. A. (1977) Stages of Small Group Development Revisited, Group and Organizational Studies, 2: 419–427. West, M. (1994) Effective Teamwork, Exeter: Wheatons.

Hattie et al. achieve credibility by calculating 1,728 effect-sizes for the combining of 151 unique samples from 96 separate studies. Their analysis demonstrated that the average programme outcome was ‘moderate’, and that there were at least ‘weak’ continuing effects several months after the adventure participation. In comparison to similar school-based activities, participation in adventurous activities was at least equal if not better. Amongst the programme variables that were considered, there was evidence that the effect increased with the length of the experience.

Neill has provided much-needed validity to the broad range of learning outcomes through his questionnaire. A full account of its development is given on his website, and it is becoming increasingly refined as more researchers and practitioners use it and as their studies gain a wider audience. Finally, some consideration must be given to the ongoing contribution to the outdoor sector that is being made by the Institute for Outdoor Learning (IOL). The IOL aims to encourage ‘outdoor learning by developing quality, safety and opportunity to experience outdoor activity provision and by supporting and enhancing the good practice of those who work in the outdoors’ (IOL, 2010).

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