As a comparatively recent development, the adventure-sports coach struggles for a clear and distinct identity. The generic term "instructor" no longer characterizes the role and function of this subgroup of outdoor professionals. Indeed, although the fields of adventure/outdoor education and leadership are comparatively well researched,…

The comfort zone model is widespread within adventure education literature. It is based on the belief that when placed in a stressful situation people will respond by overcoming their fear and therefore grow as individuals. This model is often presented to participants prior to activities with a highly perceived sense of risk and challenge which…

Five stages of development in the facilitation of adventure experiences in order of sophistication are letting the experience speak for itself; speaking for the experience by the instructor; debriefing the experience through reflection; frontloading the experience with prebriefing; and framing the experience isomorphically. (KS)

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 stages of a model for reviewing or "debriefing" an adventure experience are: experience, or relive what happened; express feelings about the experience; examine, or analyze the experience for learning; and explore something brought out in the previous stages. Describes suggested activities for each stage of the sequence. (KS)

Debriefing is a process of guiding reflection on experience. Ideally, facilitators conduct debriefing sessions frequently and in proximity to the experience location. Includes a model "debriefing funnel" into which the facilitators pour experiences, pass those experiences through five reflective filters, and distill a learning change in…

Historically, outdoor recreation/education (ORE) has been associated with environmental recreation/education, but in the past few decades has become increasingly associated with adventure education/recreation. Many outdoor programs have attempted to combine the two elements; others question the combination of the two elements in a single program.…

Provides the outdoor adventure educator with a working knowledge of self-esteem to inform practice and allow communication between practitioners. Discusses a practical model of self-esteem, methods of increasing global self-esteem, evidence that adventure increases self-esteem, and relevant guidelines for framing adventure activities. (SV)

Adventure-based programs may be designed in a way that not only provides an intervention aimed at therapy or development, but also teaches participants to become their own agents of change. McWhirter's model proposes that empowerment is broader than notions of personal autonomy and efficacy, reaching outside the individual. The model specifies…

Group Adventure Initiative Tasks require the successful completion of a group task or objective and then provide debriefing and reflection on group processes and individual behaviors. A model of responsible action provides a framework for debriefing by charting behaviors and outcomes of choosing to respond to a situation as "victim"…

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)

Training used by corporations and other organizations for management development has undergone changes over the years. The first generation of development training emphasized personal growth through physical challenge. The second generation added an intellectual dimension for processing the experience. The third generation includes physical,…

In two articles on outdoor programming models, Watters distinguished four models on a continuum ranging from the common adventure model, with minimal organizational structure and leadership control, to the guide service model, in which leaders are autocratic and trips are highly structured. Club programs and instructional programs were in between,…

A study examined how 28 components of Outward Bound Western Canada (OBWC) courses affected student self-concept, motivation, and interpersonal skills. Data from questionnaires, interviews, and observations of 92 OBWC students generally supported previous research, but also indicated that the objectives of compassion and service received less…