The aim of this article is to determine the perceptions and experiences of climbing at artificial climbing walls (ACWs) as undertaken by a cohort of 'young-old' people (approximately 65-75 years). The engagement of older people in outdoor activities and adventure is an evolving topic; however, as part of this development, little has been written…

This study asked the participants of place-based educational programs in Micronesia and the Philippines between 1992 and 2017 how past learning experiences impact them now and how the learning changed over time. The responses of 128 program participants, mostly Japanese, were examined using a mixed-methods approach with an emphasis on qualitative…

Adventurous activities are established as an integral aspect of The National Curriculum for 5-16-year-olds. Securing a place in the curriculum provides adventurous activities with an unparalleled opportunity to reach more pupils than any other form of delivery during these formative years. However, little consideration has been given to…

Background: Understanding strategies for enhancing learning is central to developing effective teaching practices. Students' perceptions of these practices are critical for deepening this understanding. Purpose: The aim of this study was to investigate students' perceptions of a group journal activity (GJA) on learning enhancement and to present a…

To be outdoors and involved in adventures concerns the movement between safety and risk, the familiar and the unfamiliar. Deep involvement in activities and the seriousness found in play are essential in "Bildung." Findings in this paper stem from ethnographic fieldwork conducted in a kayak community, between late autumn 2006 until the…

This paper presents a model for implementation of behavior therapies in adventure programs that use Group Adventure Initiative Tasks (GAITs) to promote personal development. Behavior therapies include various techniques and processes based in learning and pedagogical theory and used to promote changes in behavioral responses to environmental…

The current closed classroom system of education is not sufficient in preparing students for real world life. Proposes that the wilderness, cross-cultural, and international settings are a very powerful learning environment in which life-changing experiences can and do occur. Presents the Outward Bound process and Adler's stage theory of…

Urges an adventure filled, experientially based systems approach to environmental education. Says cannot afford linear, piecemeal approaches to either the processes of life or the processes of living, that the challenge is to see the whole system and to learn to act in ways that maintain that wholeness. (Author)

Reviews research on outcomes of Outdoor Management Development (OMD). Presents the first part of a study in which 12 managers and consultants in OMD programs in large British and Australian companies were interviewed to determine how OMD works. Three broad themes were identified: learning environment, personal insights and outcomes, and emotional…

This report describes and evaluates the TAMARACK integrated curriculum package implemented in a high school classroom in Ontario (Canada). The program integrates environmental science, physical education, and English through experiential instruction. The highlights of the program were producing a magazine of oral history, wilderness trips in…

The development of Outward Bound, from the early beginnings in Britain through expansion in over 30 locations throughout the world, is outlined, and Outward Bound educational aspects are analyzed in terms of the Australian Outward Bound School. The concepts of experiential education, lifelong education, and the broader Australian educational scene…