Transcript Chapter 7: Adventure Education in Your Physical Education

Adventure Education
Definition – Adventure Ed.
 Actively
engaging
participants in authentic
experiences that have
benefits and consequences;
focused on intra and
interpersonal development
Q&A

What are some ‘synonyms’ for adventure
education?


Project adventure, team challenge, cooperative
activities
What are some examples of contrived
adventure type activities?
Related to but not:


Outward Bound (loosely)
Outdoor/Wilderness education
 More about recreation and education in natural settings
 Less about contrived activities and personal/group growth
 May incorporate some elements of adventure education
(challenge by choice and personal growth but it is different)
 Examples: Orienteering, rock climbing, camping, kayaking,
mountain biking, etc
Generalized History of AE






4H, YMCA, YWCA
Kurt Hahn (Germany, Gordonstoun-Scotland)
Outward Bound
NOLS
Project Adventure (make advantages of
outward bound available to everyone)
More recent

AEE, ACCT, specializations
Adventure Education

Values process of participation and promotes:









Cooperation (collaborative problem solving)
Challenge oneself (expand horizons/abilities)
Risk assessment
Trust in others
Problem solving
Self-esteem/confidence
Communication (speaking and listening)
Tolerance for differences
Exploring personal limitations
Adventure Education

Stretch Zone Experience
Teacher Roles

Safety enforcer


Rule enforcer



Keep students on task according to the rules
Encourager
Problem presenter, NOT SOLVER



Teach spotting, mindful of safety ALWAYS
Be patient, use subtle hints if necessary
Modify challenge if necessary
Tone setter

Create atmosphere of respect, enjoyment, trust; redirect
negative or unacceptable behavior; “blind” or “mute”
dominant people so other leaders might emerge.
Experiential Learning Cycle
Activity
Briefing
(frontloading)
Debriefing
Experiential Learning Cycle
STEPS – all are important
1.
Explanation of the task (briefing)

Usually in the form of a story or scenario (sinking ship etc)
Experience or physical activity (activity)
Reflecting (debriefing)
2.
3.


Group discussion
Challenge students with questions to promote affective
growth for group and individuals
Apply or transfer learning to real-life settings
Experiential Learning Cycle

Debriefing





Experience,
Reflect (what happened)
What does it mean
Now what (application)
Do’s and don’ts
Debriefing

Types:



Let experience speak for itself
Tell them what happened (well, improve, learned)
– not recommended
Questions that guide participants to discoveries most common


Subtype: Tie experience back to frontload emphasis
Self facilitation – journals, pose own Q’s, create
poem
Debriefing

Observe the students during the challenge,
take notes if necessary. Debriefing helps
groups realize what is going on – the big
picture. This includes the way the group was
communicating, working out conflicts, how
the group made decisions, and how
individuals helped or hindered the group. By
gaining insights to these things, the group will
pull together.

From Cayuga Nature Center
Sample Debriefing Q’s











How did you feel when…?
What did you do when…?
What happened when…?
What did the group do when…?
Did everyone’s idea get heard?
Was there any one leader? Who?
Did everyone like the final solution?
What was the biggest highlight for you?
What was the biggest challenge?
What was the biggest disappointment?
Have you learned anything about yourself?
Sample Debriefing Q’s











What effective communication were used?
How did your teammates enable you to succeed?
How did everyone work together?
What would you change if you could do it again?
What did we learn? What helped us to do that learning?
What worked well? Not so well? How could we improve our work
together?
Did the conversation move us closer to our goals? How?
Did we actually focus on the students' work, or on other issues?
(personal)
Did we follow the process as we planned? If not, why? How could we
improve our process?
How might we build on this conversation?
On what issues were individuals willing to compromise?
Sample Debriefing Q’s












How did your team work as a group? Was there conflict in the decision
making process?
How did the students discern important messages from less important
communications? Were certain communications automatically given priority
or ignored? How does this compare with the flow of information in the real
world?
Who else had the same experience?
Who reacted differently?
What do you understand better about yourself/your group?
What might we draw/pull from this experience?
What does that suggest to you about [communication/conflict/etc.] in
general?
How does this relate to other experiences you’ve had?
How could you apply/transfer that?
What might you do to help/hinder yourself?
How could you make it better?
What modifications can you make work for you?
Sample Debriefing Q’s

Linked files:


Additional questions 1
Additional questions 2
Full Value Contract

Social contract





Written or verbal
Actions toward others
Student ownership
Contracts are the guidelines
May want to have each student sign a contract prior
to participating.


Example 1
Example 2
Challenge by Choice

Definition – participants may choose the level of
learning that promotes optimal learning


Honor a student’s ability to decline so long as they don’t
abuse the choice.
As an alternative to yes/no choice options, provide an
appropriate range of options. For example, on the pamper
pole, one student may choose to jump from top while
another chooses to climb only 5 feet up

Respect choices
Stretching their potential

Example

Possible Activities




High Elements: Group or individual challenges in the air
requiring a belay for safety (pamper pole, ships crossing)
Low Elements: Group or individual challenges that
require spotting (nitro crossing, spider’s web…)
Field Initiatives: Group or individual challenges on the
ground, not spotting required
Ropes courses are typically outside, project adventure
typically takes place in a gymnasium
Levels of Difficulty

Not all elements are made the same
Beginning
Intermediate
Advanced
All aboard
Wild Woosey
Hickory Jump
The maze
Mohawk Walk
The Wall
Whale Watch
Porthold
Trust Fall
TP Shuffle
Spiderweb
Fidget Ladder
(Project Adventure Inc.)
Risk – Perceived v. Actual
General
Perception of
Risk
Actual
Frequency of
Injury
Actual Potential
Severity of
Injury
Warm-up games
and activities
Low
Moderate
Low
Low challenge
course elements
Moderate
Low
Low to Moderate
High challenge
course elements
High
Very Low
Moderate to High
(Adventure Program Management Training
Manual, Project Adventure Inc., 2005)
Injury Rate Comparison
Activity
Injury Rate (per million hours of
exposure)
Project Adventure challenge course 4.3
activities
Backpacking
192
Downhill skiing
724
Competitive Orienteering
840
Basketball
2,650
Soccer
4,500
(20 Year Safety Study, Project Adventure Inc, 2005)
PE at Chenango Forks, NY
Combination of Adventure and Outdoor Ed.
 Indoor climbing wall in pool
 Mountain biking at local state park
 Kayaking/canoeing at local pond, state park, and
pool
 Ropes course and tower in woods alongside school
 Lower grades completed extensive project
adventure curriculum and various low elements prior
to advanced components
Emphasis of Standards within
Adventure Education
1. Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities.
Minor
2. Demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the
learning and performance of physical activities.
Minor
3. Participates regularly in physical activity.
Minor
4. Achieves and maintains a health-enhancing level of physical
fitness.
Minor
5. Exhibits responsible personal and social behavior that
respects self and others in physical activity settings.
Major
6. Values physical activity for health, enjoyment, challenge, Major
self-expression and/or social interaction.
Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11
Assessment

Portfolio







Group focus
Document progress
Positively independent
Select examples
Rubrics
Journals
Others
Websites








http://www.fairfield.k12.ct.us/rogerludlowe/C_RogerLudlowe/05/proj
ect_adventure.htm
http://www.summit.k12.nj.us/sps/Admin/Comm/PA%20story.htm
http://www.tenafly.k12.nj.us/~lweissman/check_harness.htm
http://www.fairfield.k12.ct.us/tomlinson/adventure/project.html
http://www.nsboro.k12.ma.us/zeh/physed.htm
http://www.florence.k12.wi.us/District%20new/District_web_pages/di
strict/adventure_education.htm
http://www.germantownacademy.org/academics/us/pe/11/ropes.htm
http://ssd.sau21.k12.nh.us/14532022103219393/blank/browse.asp?
A=383&BMDRN=2000&BCOB=0&C=53942
Sample Activities

Sample activities 1


Common and popular
Sample activities 2

Over 200 activities
Dr. Cummiskey’s facilitator notebook
 Team building bible

Knot Tying

You Tube Videos

Figure 8 Knot


Figure 8 Loop



http://www.youtube.com/watch?v=2OIIRbpoTJw&feature=fvst
Prussic knot


http://www.youtube.com/watch?v=GyH-otibEGE
http://www.youtube.com/watch?v=QbCXHqLCCu0
Double Fisherman’s


http://www.youtube.com/watch?v=hp7x4LNr-Do
Butterfly Knot (aka Alpine Butterfly Knot)


http://www.youtube.com/watch?v=uI6KzRx8zAY
Super 8/Double Figure 8


http://www.youtube.com/watch?v=Yu3WNceTJ7o
Figure 8 Follow Through (used for direct tie-ins)


http://www.youtube.com/watch?v=7yO7ePhqx8E
http://www.youtube.com/watch?v=MDU4sSkXrIM
Overall website for all of the above knots if you prefer animated tutorials

http://www.abc-of-rockclimbing.com/howto/learn_climbing_knots.asp
Other Resources


Sample program
Websites:

http://www.pa.org/

http://wilderdom.com/pa.htm
http://www.geocities.com/dr_adventure/activitypag
e.html
http://www.chelseapiers.com/eventsales/activities
_EG.htm
http://wilderdom.com/games/OtherSites.html



Competencies Checklist

Adventure programs want facilitators to have
the proper training in order to promote
participant success and minimize potential
liability. This may involve mastering several
competencies laid out in a checklist or selfassessment format

Example self assessment
Summary



Innovative curricular strategy
Student-centered
Meets NASPE standards
Activity

Design your own project adventure activity.
Must include:


Briefing (story)
4 possible debriefing Q’s

Relate to activity, not just generic Q’s from PPT