Outdoor adventure education (OAE) has a long history of being credited with the personal and social development (PSD) of its participants. PSD is notoriously difficult to measure quantitatively, yet stakeholders demand statistical evidence that given approaches to eliciting PSD are effective in their methods. Rightly or wrongly, many stakeholders…

Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a…

Across cultures, a common motif is the rite of passage that facilitates transition to adulthood. The structure of an Outward Bound course parallels a classic adolescent initiation rite, involving separation from home and family, influence of a guide or instructor, group adventure in which participants increasingly take responsibility, a solo…

People involved in adventurous activities frequently experience positive phenomena termed peak experience, peak performance, and "flow." Characteristics of these phenomena are compared, along with factors influencing the ability to experience such peak moments. Csikszentmihalyi's flow models are examined with regard to perceived levels…

This paper calls attention to parallels in the literature of adventure education and that of Gestalt therapy, demonstrating that both are rooted in an experiential tradition. The philosophies of adventure or experiential education and Gestalt therapy have the following areas in common: (1) emphasis on personal growth and the development of present…

Briefly outlines the historical backgrounds of Confucianism, the Chinese educational system, and adventure education. Points out a common ideal of Confucianism and adventure education: "jen," or humanity and benevolence leading to teamwork. Summarizes contributions that adventure education can make to Chinese education, as well as…

This paper introduces the notion of a spiritual component of adventure, with reference to the potential role of adventure within the peace and reconciliation process in Northern Ireland. Influenced by tradition and culture, past constructions of adventure have often associated it with educational benefits and personal development of specific…

The experiences found in adventure programs often parallel the archetypes depicted in mythological quests. Drawing on the work of Joseph Campbell, the stages and trials of adventure participants are compared to similar rites of passage and epic adventures experienced by heroes and heroines in epic literature and mythology. The basic pattern of…

Uses statements in adventure education brochures to indicate assumptions in the field of adventure education. Points out discrepancies between these assumptions and actual practice. Examines assumptions that adventure education promotes personal growth, that learning from adventure experiences transfers to other areas, and that adventure education…

Argues that outdoor education is, in its own right, a creative form of learning. Draws parallels between stages of personal development in real life and in caving (as an example of outdoor education). Includes citations from Maslow's work that are applicable to outdoor and adventure education activities. Notes the importance of preparing outdoor…

The transformational leadership style, in which power is delegated to participants who then work to their capacity to complete required tasks, is appropriate for all people to combat the current tendency to consume experiences without developing responsibility or commitment. A model of personal growth through adventure is outlined. (SAS)

The field of adventure family therapy has emerged as a means to construct lasting functional change for troubled youth. Seven reasons why adventure therapy can be successful with troubled youth are: (1) therapeutic processes are centered in action-oriented experiences; (2) therapy is conducted in an unfamiliar environment; (3) adventure therapy…

This paper presents an overview of the need for theory in the field of adventure therapy. It also outlines one way of conceptualizing theories of human change as they relate to adventure therapy. The field of adventure therapy is young and has not had time to develop a coherent theoretical base. In order to contribute to the development of a…

Reviews theories of leadership development relevant to the design of outdoor adventure programs for corporate executives and managers. Summarizes likely objectives and methods of outdoor development programs and their theoretical basis. Presents a framework for program comparison that correlates leadership outcomes with learning methods at…

Outlines the theory and practice of debriefing and considers its importance in experiential learning and outdoor adventure education. Discusses theories of transfer of learning; levels of cognitive processing in relation to sequence of debriefing questions and activities; establishing supportive group behaviors; 10 soft skills needed by debriefing…