Adventure Education : Wilderness Sports

The Sport Education model does not have a lot of disadvantages, especially when implemented with second year University students. When applied to Year 9 or 10 students, there are a few

Outdoor Education in KS3 and KS4 involves different adventurous activities that can be accomplished either as an individual or in a group. These activities include things such as: residential visits, orienteering, climbing, caving, team building, problem solving and many more. It generally provides depth to the curriculum which makes an important contribution to pupil’s physical, personal and social education (OFSTED, 2004; Priest and Gass, 1997). In order for these activities to be successful and meet the National Curriculum (NC), teachers must make sure all KS3 pupils are taking part in these outdoor adventurous activities (OAA), whilst being intellectually and physically challenged (National Curriculum, 2014). The two schemes of work presented are aimed to meet these NC subject content targets. They are two very different schemes of work but they both provide opportunities for pupils which challenge them both physically and mentally. The year 8 scheme of work focuses on a variety of different OAA activities that can be progressed and developed throughout each lesson and over the period of time they are in school. The content challenges the pupils thinking throughout the whole six weeks, developing the way they think to solve particular problems. Whereas, the year 9 scheme of work primarily focuses on the planning and preparation for a Duke of Edinburgh (DofE) expedition which will be carried out at the end of the term.

One reason why extreme sports should be participated in is because many people find their motivations and motives of life in it. In “Extreme Sports Not About Risk-taking: Study”

I am very dedicated to opening student’s eyes to show them how something as simply as physical activities can change their lives. Giving students confidence to be anything they want in life but it starts inside their bodies first.

Throughout my studies at Utah Valley University I have had the privilege of learning a vast amount about the history of the American outdoor education movement. Since I know so much about the American movement, I was interested in exploring the outdoor education movements in Europe. I specifically wanted to compare and contrast the differences and similarities between Europe’s movements and the exploits of Gifford Pinchot and John Muir. I focused on understanding these differences in regards to the individuals, unions, and philosophies that drove both movements.

At Deerfoot Lodge 18 year old boys regularly fell 50 foot trees, carry them to the lake, lash them together into a raft and sail to the other side. 14 year old boys climb their first 4000 foot mountain and gawk at the landscape. 12 year old boys canoe solo in a straight line for a quarter mile to earn their canoeing basic award. The point of these descriptions is that boys get to attempt amazing feats, yet with every amazing success comes a multitude of amazing failure. Deerfoot contributed to my development by teaching me the value of failure. I attempted and failed at every one of the challenges above before I was able to experience success in them. I value that failure because it gave me the opportunity to rethink my strategy. Did we use the wrong knots for the raft? Was it a bad idea to hike in sneakers? Am I twisting my paddle in the wrong direction? These experiences taught me to solve problems through failure, and to endure into success even if it

At my college, Loyola University Maryland I am a leader for Outdoor Adventure Experience (OAE), a student run organization that could be compared to the program Outward Bound. This program not only teaches outdoor skills and team building but asks participants and leaders to reflect on their lives and set goals. This aspect of OAE separates it from hiking clubs and other outdoor programs because it challenges participants to grow mentally as well enjoy the outdoors. As a leader in this program I have over 500 hours of volunteer service per year and received my Wilderness First Responder (WFR) training. I have been taught to specialize and lead trips in backpacking, whitewater kayaking, sea kayaking, rock climbing and caving. As well as being

Delaware has two major outdoor education programs that have been serving high school students since the early 1900s. These programs focus on agriculture, animals, and business. The two programs have helped prepare the students with their future careers. The high school students have even said that the programs have influenced them greatly. One student said “...Without it, people wouldn't be as aware of agriculture and the fun things you can be involved in. It helps prepare people who want to go into farming know what to do in their life and how to better manage their farms. People don’t realize that everything they do is involved with agriculture and farming. ("FFA Stories - Iowa FFA Foundation." 2013. http://www.iowaffafoundation.org/ffastories.aspx by Gwen”)

During this past semester for outdoor education, we had the opportunity to go downhill skiing at Pats Peak. I love to ski and have been skiing for about 10 or 11 years already.The ski club would meet a every Friday in January and the first 1 or 2 weeks in February from the end of lunch until a time decided by the driver. This program was of great value to me because I was able to develop deeper friendships with classmates and enjoy being physically active at the same time. For skiing, we would ski with a group of friends and even adults, going to either side of the mountain. Some groups would go into the lodge often, while others would stay out for most of the time.

c. Utilize outdoor recreation, such as rock climbing and long distance hiking, to strengthen and condition the minds of athletes and coaches to enhance their mental performance in their particular sport.

Outdoor education covers the broad spectrum of how students adapt and relate to the ever-changing natural environment within a positive outdoor learning experience. This experience consists of numerous challenging activities such as camping, caving, rafting, orienteering, navigation, and abseiling. These activities instill traits into

development, aims to guide what those involved in sport development should be doing for those at

1.3 Average time children gain access to outdoor provision in lower and upper foundation phase.

Outdoor activities can have effects on different groups of people in several ways. Armour and Sanford (2013) talked about how outdoor education helps with the positive development of younger children. Whilst Cooley (2014) says how outdoor education has positive effects on students in higher education and how group work can be developed through outdoor education (2015)

Adventure tourism has grown rapidly in the recent years and has become increasingly commercialised. It can be defined multiple ways including when a participant is involved in an outdoor activity and confronts nature in order to experience risk (Walle, 1997), or where the principle attraction is an outdoor activity using specialised equipment (Swarbrooke et al.)