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…

Experiential learning can be understood as a process in which learners recognize and develop their "action-theory." The aim of outdoor development programs--whether mainstream education, corporate training, or therapy--is to facilitate this process. A "reflection-in-action" approach to facilitation is presented and situated in…

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…

The "algorithmic" model of outdoor experiential learning is based in military tradition and characterized by questionable scientific rationale, production line metaphor, and the notion of learning as marketable commodity. Alternatives are the moral paradigm; the ecological paradigm "friluftsliv"; and the emerging…

A practitioner providing experiential training programs in India reflects on models of training outcomes from the perspective of Indian philosophy about an individual's spiritual development. He suggests that development training programs serve their purpose if they can create moments of insight that might spark lasting change in participants. (SV)

A review of research in cognitive and social psychology reveals the importance of situation assessment in the development of decision-making expertise. A naturalistic training model is presented for outdoor leaders that includes training for ill-structured problems, a heavy workload, time stress, and high stakes, as well as multiple players and…

Presents a model of four levels of experience in training adventure education leaders: direct instruction, student interaction in class, technical skill development, and internships. Internships allow students to think for themselves and solve real-world problems while experiencing teaching on their own. Utilizing all levels increases student…