Adventure Education can be defined in many ways. I feel that Adventure Education is a direct, active, and engaging learning experience that involve the whole person and have real consequences. What I get from this definition is that students are active, always involved, while they learn from new experiences that can have real consequences like getting hurt. Another way to define it is the promotion of learning through adventure centered experiences, for example, outdoor sports, challenge courses and races. When teaching Adventure Education there are many skills and concepts that are applied with the lesson, but more importantly, there needs to be a base understanding of where adventure education originates from.
Wilderness Sports and Adventure Education has been growing in Physical Education classes across the nation. It all started in the 1940’s where the natural environment was used for youth development programs. An example of this would be boy scouts. They used orienteering, like using a map and compass, to navigate from point A to point B. A huge leap in history of wilderness sport and adventure education was Project Adventure. This program took Adventure Education away from the orienteering and remodeled it, and introduced ropes courses, and challenge courses. It kept the environment involved but made it a little more physically challenging for students. Project Adventure mission is to expand Adventure-based experiential programing, with a goal of developing responsible individuals, productive organization and sustainable communities.
There are many skills and concepts that are cohesive with Adventure education. They vary from improvement of physical fitness of students through unique outdoor sports all the way to creati...
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...district cannot afford having your own rock wall or ropes course, look into companies that bring their own equipment. Also you look in surrounding towns and see if you may take a field trip to local ropes course.
Bibliography
1) Prouty , Dick , Jane Panicucci, and Rufus Collinson . Adventure Education: Theory and Application . Project Adventure , 2007 . 3-225. Print.
2) Indiana University School of Public Health , . "Bradford Woods ." Adventure Education Cirriculum and Activity . 1-23. Print. .
3) "About Us ." Project Adventure. Project Adventure , n.d. Web. 2 Oct 2013. .
4) "Outdoor & Adventure Education Programs (OAEP)." Association for Experimental Education . Association for Experimental Education, n.d. Web. 2 Oct 2013. .
Graydon, D., and K. Hanson, editors. 1997. Mountaineering: the freedom of the hills, sixth edition. The Mountaineers,
In the summer of 2013 I experienced nine days of the pure Alaskan terrain alongside one-hundred or so fellow cadets, learning about teamwork and leadership that would aid me in my future endeavors; or so said the forms my parents all-too-willingly signed, and I reluctantly and with careful uncertainty did so as well. I was an excellent cadet—involved in all community service opportunities as possible, participating in all color guard presentations possible, and dedicating two extra hours in my mornings to drilling my feet sore for the sake of maintaining the Eagle River High School’s reputable drill team status. But my one deficiency that grayed my instructor’s heads and made me appear less accomplished with my missing ribbons that were on my peers’ uniforms was my avoidance of any and all wilderness activities. “Winter Survival Where You Get To Freeze All Night And Have To Walk A Mile To The Bathroom And Make Sure You Bring A Buddy And A Flashlight?” I think not. “Summer Leadership School With No Showers And Porta-Potties And Wild Bears Ransacking Your Personal Belongings?” I’ll enjoy the comforts of my home, thank you very much.
...ome. Due to this wilderness therapy process, outcomes for participants are long-term and positive! In hindsight, wilderness therapy is a very effective form of treatment for at-risk youth because the participants get to experience therapy in a whole new light and overcome obstacles mentally and physically while being completely immersed in the outdoors and surrounded by people in similar situations. It’s hard to imagine that my brother was one of those “people”. Today, when I look at my brother, I no longer see the blank, blood shot stare that never used to leave his eyes. I see wisdom. I see growth. I see Jack.
From August 27th to September 5th a group of university students mainly ranging between the ages of 22 to 25 will be experiencing the park first-hand. As far as the weather, this is an ideal time to experience Algonquin Park because "there are only a few lingering misquotes, the days are warm and the nights are cool" (Friends…, 1998). Within the group of approximately 60 people, the diversity of the individual's outdoor recreation experience is varied. Some have camped, canoed and portaged a great deal while some will be experiencing "the great outdoors" for the first time. Although there will be both rookies and veterans the physical fitness level of all is fairly descent. Therefore, it was only up to the individual to do some informal physical training before the trip if they feel training was needed. However, formal training took place at Northern Edge Algonquin before the group headed into Algonquins interior. Activities such as paddling, orienteering, and first aid were addressed for the first two days of the trip.
As the United States population grows, so does the necessity for outdoor recreation, and OHV use is no exception; between 1982 and 2001 OHV recreation participation increased an additional 100%. Between the years 1999 and 2005, OHV Users grew from 36 t0 51 million people. The challenge land managers face is addressing the conflicting needs and expectations of millions that use America’s federal lands (Cordell et al., 2005). This fast growth in recreation and increasing demands on resources leads to even greater concern with recreation capacities than in the past (Whittaker, Shelby, Manning, Cole, & Haas, 2011).
Promoters of teen wilderness camps bring up many good positives for these types of places. Teens at these camps are always under the supervision of trained and qualified counselors. Weekly therapy sessions are held where the campers can get one on one time with a therapist. These teens are also taken away for the environment they were previously in and placed hundreds of miles away from drugs, alcohol, and their friends who may have been a bad influence. However, I believe that the promoters of these camps should look more closely at all of the negatives.
The purpose of therapeutic recreation is to enable all individuals to achieve quality of life and optimal health through meaningful experiences in recreation and leisure. In this paper the definition of therapeutic recreation will be discussed as well as what should be included in the definition and what should be rejected. This definition will mainly focus on health and use the Health Promotion Model to further explain my choice to focus on health and well-being. I will also be discussing the importance of inclusion in therapeutic recreation for different learning styles in many environments, and the significance of diversity in the community and what we hope to achieve by being fully inclusive.
The Pre-K and Kindergarten class studied habitats of various animals and insects. They were given examples and tough how the animals made their homes. The students built a bird house as their project and as something to take home to remind them of what they learned. Finally they went on a field trip to Legoland where they explored and built “habitats” for their families and the Lego people. The first and second grade class learned about marine life and the ocean. They built shoe box dioramas of coral reefs and created art projects depicting sea life as well as learning new facts about the ocean. The students got to go to the Aquarium for their field trip. Finally the third and fourth graders studied the rain forests and their ecosystems. The students built rainforest models and terrariums along with small group discussions on different ideas human intervention and conservation. They finished their week at the zoo where they studied different rainforest inhabitants in
Wurdinger, S. D., & Carlson, J. A. (2010). Teaching for Experiential Learning: Five approaches that work. United Kingdom: Rowman and Littlefield Education.
Having spent the better part of six summers hiking, cooking, orienteering, and practicing archery on the trails of Huddart Park, California, summer camp became a very precious time of my life. When I entered high school, I began working as a Unit Aide at my camp which meant I had the privilege to now teach young girls a whole slew of tasks such as survival skills, first aid, and knife skills. While attending Woodside Priory High School, I heard about similar activities such as archery and overnights that Mountain Camp counselors hosted. Chris Gregory encouraged me to look into the camp and see if it was something I might take interest in, and I soon discovered that it definitely captured my attention. I adore working with kids and would especially
Witt, Peter A. and Joni E. Baker. “Making A R.E.A.L. Difference,” Parks and Recreation. Mar 1999. General Reference Center Gold. Jan 2007
Lopez, Barry. “Children in the Woods.” The McGraw-Hill Reader Issues across the Disciplines. 11th Edition. Gilbert Muller. New York: McGraw-Hill, 2011. Print.
Over the past decades our culture has changes dramatically. To which our nation was once a physically active nation. Yet now it seems that society discourages physical activity. The human race has been dependent on automobiles, discouraging people to walk or bike, increasing the chance of a poor life-style. Yet there are many factors that affect the achievement and maintenance of a healthy life. Young people are growing into a diverse society, which is characterized by rapid change, inactive work and leisure practices that influence unhealthy behaviors. By incorporating physical activity into peoples daily routine will increase their chances of being healthier, reducing certain diseases and learning how to avoid injuries. Physical education helps students improve their knowledge about health issues and practices that will lead to a more enjoyable life. Students playing and working in a team together develop social skills, teamwork, achieving goals, and development of self-esteem. Overall physical education provides the potential for a better life style.
As if to conclude our white water rafting adventure, members of my family began recalling which parts of trip they liked the most and which parts they disliked. My family and I decided that we enjoyed the trip and would like to do it again if we got the chance. We all had a lot of fun and got a chance to be together. I learned how fun, dangerous, and scary rafting can be.
Some activity clubs we provide include, dancing, running, jump roping, basketball and soccer clubs, just to name a few. These clubs encourage kids to stay active. Our PE program also sends out monthly newsletters to the parents that give them ways to help their child live a healthy lifestyle. The National Association for Sport and Physical Education states, “Regular physical activity improves functional status and limits disability during the middle and later adult years. Physical activity contributes to quality of life, psychological health, and the ability to meet physical work demands. Physical education can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles. The outcomes of a quality physical education program include the development of students’ physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity. These outcomes enable students to make informed decisions and choices about leading a physically active lifestyle. In early years children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in their movement ability. Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children will continue to participate in physical activity as an