By Chris Hodgson
Adventure schooling is a sort of experiential studying normally linked to actions related to possibility, from cooperative video games akin to raft development to excessive event actions similar to rock climbing. Adventure schooling: An Introduction provides a finished advent to the making plans, supply and assessment of experience schooling, with a robust emphasis on expert perform and supply.
Written by means of a group of major experience Educators who can draw upon an in depth event base, the publication explores crucial ideas for educating, studying and implementation in event schooling. The e-book is absolutely illustrated all through with real-world case reviews and learn surveying the foremost modern matters dealing with experience schooling Practitioners. This comprises necessities for the journey educator comparable to hazard 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 event actions being extra well known than ever prior to, this booklet is key studying for any scholar, instructor or practitioner seeking to comprehend event schooling and strengthen their specialist skills.
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Extra resources for Adventure Education: An Introduction
And Priest, S. (1986) Understanding the Adventure Experience, Journal of Adventure Education and Outdoor Leadership, 3: 18–21. Mosston, M. and Ashworth, S. (1989). Teaching Physical Education, Columbus, OH: Merrill. T. (2007) Wilderdom. com. W. E. (2003). The Life Effectiveness Questionnaire, Sydney: University of Western Sydney. Parcham, A. (1975) Notes on the Evaluation of Outdoor Experience Programmes, Ambleside: National Conference on Outdoor and Experiential Education. Priest, S. (1990) The Semantics of Adventure Education, in Miles, J.
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. , 1997). As a result, it is difficult to determine precisely what individuals will take from their experiences in adventure education. Despite this difficulty, most adventure educators rise to the challenge of planning activities that aim to meet the needs of the participants.
The interaction between group members is likely to be a key factor in influencing outcomes. Personality, for example, is thought to be shaped by our interaction with others. As McKenzie (2000) points out, little adventure education research has attempted to identify how the characteristics of a participant’s group influence the impact of an adventure education programme. However, numerous authors have made sensible suggestions from a theoretical basis. Kimball and Bacon (1993) suggest that the strong feelings of mutual dependence often fostered during challenging situations help create a bond between participants that can be linked to the achievement of shared outcomes.
Adventure Education: An Introduction by Chris Hodgson
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