Project Adventure
Adventure Education: Theory and Applications
Notes from reading the book.
There is some cool history.
1910-20: whole-child camping
1916: American Youth Foundation
1029-1932: Kurt Hahn's first schools
1920-40: John Dewey's progressive education
1946: Outward Bound UK
1955-75: Wilderness therapeutic camps
1960-70: Outward Bound USA
1964: Student Conservation Assocoation
1965: NOLS
1972: Project Adventure
1972-3: AEE
1978: Cowstails & Cobras publication (Project Adventure; PE; ropes course construction)
1979-80: Executive challenge (Sergeant Camp in NH)
1983: Pecos River Learning Center
... more ...
Definitions
Adventure education: involve the whole person and have real consequences.
Experiential education: similar. Authentic experience; reflect after.
Outdoor education
Outdoor recreation
Adventure-based educational programs
PE
Health
Adventure in the classroom
Service learning
Character education, diversity, and classroom management
after-school
adventure-based counseling
Adventure therapy
Organizational training and development
Community development
Trends
diversity of settings
interdisciplinary applications
credentialing programs
government recognition
evidence-based research
international applications
progression from adjunct to integrated models
Philosophy and theory of adventure education
History
camping
outdoor education
adventure education
Philosophical foundations of adventure education
experiential education
psychological and sociological theories
behavioralism, ...
sociological theories related to adventure education
attribution
self-efficacy
optimal arousal
cognitive dissonance
Outcomes
moral development
personal growth
group development
forming
storming
norming
performing
adjourning
leadership development
challenge the status quo
inspire a mutual vision
empower members through cooperative teamwork
lead by example
encourage members to keep developing their personal expertise
Cornerstones of adventure education
Learning theories
John Dewey and the foundations of experiential education
Eleanor Duckworth and How People Learn
David Kolb: experiential learning cycle experience --> reflective observation --> abstract conceptualization --> active experimentation --> experience --> ...
Zones
Comfort
Stretch
Panic
Challenge by choice
Behavior contracts. Full-value contract. Goals:
understand and create safe and respectful behavioral norms under which the group will operate
commit to those norms
accept a shared responsibility for the maintenance of those norms
Eg primary
be kind
be gentle
be safe
Elementary
play hard
play fair
play safe
Middle school
be here
be safe
set goals
be honest
let go and move on
High school
Be present
pay attention
speak your truth
be open to outcomes
create a safe environment
The adventure wave
briefing
Doing
Debriefing
Leaderhip development
Leadership types
designated
active
peer
self
Skills
expedition behavior
competence
communication .
judgment and decision making
tolerance for adversity and uncertainty
self-awareness
vision and action
Types
Training through experience
Service to others
GRABBSS assessment tool
Goals
Readiness
Affect
Behavior
Body
Setting
Stage (group development)
Risk and safety in adventure programming
(TBD)
Individual outcomes of participating in adventure
Responsibilities of adventure education leaders
Facilitating the adventure process
Eight generations of facilitation. Should read these in more detail.
Let the experience speak for itself - learn by doing
Speaking on behalf of the experience - learning by telling
Debriefing the experience - learning though reflection
Directly frontloading the experience - direction with reflection
Isomorphically framing the experience - reinforcement with reflection
We do this with NCDS: the first day a small version of the Team Challenge
Indirectly frontloading the experience - indirect reinforcement in reflection
Flagging the experience - unconscious reinforcement in reflection
Empowering clients to self-facilitate - coaching and reflection
Selecting a facilitation model
Program type | Purpose | Generations |
recreational adventure | fun, new skills, entertainment | 1,2 |
education adventure | learning; generating new awareness | 3,8 |
developmental adventure | improve functional behaviors; train new behaviors | 3,4,5,8 |
therapeutic adventure | behaviors, cognitions, unconscious processes - change | 5,6,7 |
Developing a client-centered facilitation style.
Facilitation and discussion techniques
Facilitation guidelines
Group position. Physical configuration.
Time.
Single speaking
nonviolence
right to pass on participation
responsibility
personal commitment.
role clarity
confidentiality
ethical issues
Planning for reflection and debriefing
See the awesome list of Discussion Dos and Dont's
Methods. Check out the dozens of example questions for funneling and frontloading! Fig. 7.3
Funneling
Frontloading the experience
Empowering clients to self-facilitate
Find alternatives to the standard practice of talk circles: journaling, art work, etc
Have a client choose a reading or story to introduce day/activity/reflection
Let clients decide what they need to learn
Allow clients to cocreate metaphors
Teach clients about funneling and frontloading
Listen
Have clients paraphrase their own statements. At least get OK on your paraphrasing.
Encourage clients to talk to each other
Avoid judging students comments
Alternative and nonverbal methods of reflection
Evaluation and follow-up
Creating an action plan
A task to be accomplished
Resources and support people to help with the task
Dates for checkpoints adn evidence showing tha tthe task was completed
Following up
Portable adventure activities
Low-element challenge courses
Great for personal growth and group development. Groups become cohesive. Low elements can be a positive test of group dynamics for established groups. Combination of physical and cognitive challenges.
Definition of low challenge course element: any apparatus that requires participants to be off the ground, up to 4 meters. Not on ground; do not require belay. Typically involve teamwork.
History
Kurt Hahn (Outward Bound founder) used obstacle course in 1930s-40s. Focus on individual.
In 1962 OB came to the US; focus on training for wilderness trips; focus on group cohesion.
Late 60s-70s: other contexts; valuable learning tool unto themselves. Project Advneture for example.
Early courses made of rope and wood and attached mostly to trees. Eg Sneaker Pit, Hamliton-Wenham Regional High School in MA. Eg Tension Traverse: walk on cable rope over swamp with aid of hand line.
Lots of installs in 70s, 80s, 90s. Association for Challenge Course Technology; vendors.
Settings and types...
Example: Islands - portable low element. Goal is for group to travel between islands which are platforms 8 feet apart, 2 3x3 and 1 1.5x1.5; also 2 boards that are 4feet and 6 feet in length.
Example: Triangle Tension Traverse. Cables, 3', in shape of triangle, with 2 hand lines.
We should add framing examples to our lesson plan, and include safety check.
Seems like glorified playground equipment... Intention is to use a combination of physical, cognitive, social and emotional skills.
Universal and accessible low elements.
Reliance on group members to keep participants safe while on apparatus: spotting.
Facilitation
assessment and sequencing
running the element. Frame with a story, a metaphor, or just the basics. You may give or ask for a goal. You may give some an impairment (eyes closed, not speaking, not using an arm). But be careful with that. Can do roles, limit communication but not ban it. Remember to intentionally process the experience.
Safety concerns. Have SOPs. Have local operating procedures. Check out Project Adventure's 20-year safety study. Visual check and inspection before activity. Know hazards you're looking for.
Using with varied populations
schools. Some nice examples from Seabrook middle school in NH
military settings
therapeutic settings. Example: Capital Area Intermediate Unit in PA - students with psychiatric or emotional issues.
corporate settings
High-element challenge courses
Teaching and leading outdoor adventure pursuits
Adventure education programming and career paths
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