My research, exploring the theories and practices of facilitator educators, led me to ask questions about some potential gaps in outdoor leadership texts published in the last six years. Do the authors and editors of these texts focus on the things that are really important to the effective practice of outdoor leadership? My research with…

The purpose of this research was to examine the naturalistic decision making processes of leaders of outdoor adventure activities. The research focus was on field-based identification of the characteristics of leadership experience, followed by their use under controlled experimental conditions employing computer simulations. The sample consisted…

Participation in outdoor education is underpinned by a learner's ability to acquire skills in activities such as canoeing, bushwalking and skiing and consequently the outdoor leader is often required to facilitate skill acquisition and motor learning. As such, outdoor leaders might benefit from an appropriate and tested model on how the learner…

In this paper I discuss some of the strengths and weaknesses of two different approaches to teaching motor skills to students in outdoor education and outdoor recreation settings. Using acronyms to describe their stages: DEDICT is a six step, direct instructional model that some outdoor leaders may already be familiar with; and FERAL is my…

In this paper we examine the effect an outdoor and experiential education program on the life effectiveness skills of its participants. A private boys school in Melbourne focused on the challenging time of year nine to implement a program they hoped would enable the boys to develop life effectiveness skills in the areas of time management, social…