Skills for LAND A1 2015 1

3.1. Provide agreed support to develop or maintain skills, in a way that promotes active participation.

While the odds of being lost or stranded outdoors are pretty low, knowing what to do in an emergency is important. As survivalists, students learn exactly what to do in an emergency through the team-based study of real-world survival skills. From investigating the utility of tools to working through challenging situations, over this 12-day camp, learners use ingenuity to gain crucial skills such as knot tying, water purification and compass navigation. Bringing STEM to the great outdoors, instructors love the hands-on, interactive and collaborative curriculum. With each thrilling activity, students gather their senses, put their new skills to the test and conquer every challenge Mother Nature throws their

Outdoor education has been described as the education as an education in and about and for the outdoors (Ford, 1985).

On Monday the 21st of August, the year 10 Outdoor Ed classes went to the Port Lincoln National Park for a bushwalking expedition. We were gone for two days, on the first day we walked from Taylor’s Landing to September Beach and the second day from September Beach to Fisherman’s Point. The first day was a long and tough 20km hike leading across beaches and tracks that go through the national park, also passing many different coves. The second day was much easier as it was only an 8km walk from September Beach to Fisherman’s Point, following the investigator trail.

As a former summer camp counselor, I believe I possess some of the basic skills needed for an outdoor experience. I can easily set-up a tend and provide a good and comfortable shelter for the whole group. Throughout my years I have also become highly comfortable with a simple map and a compass to find my way inside a humongous forest.

• Project Apps - Hiking Project, MTB Project, Powder Project Trail Run Project, Mountain Project

Imagine the goals of a scientist or perhaps, an athlete. How can adventure alter or possibly improve results for such endeavors? Such advancements can be achieved by, testing limits with an exploratory mentality and tactics that were never before contemplated. One can begin to see the benefits of adventure, as it provides a fresh outlook. Adventure is an experience or way of thinking that threatens the expectations of a specific outcome; testing limits through exploratory tactics, resulting in unplumbed perspectives. Bringing forth a new dimension of content, adventure aids in achieving goals in a profound manner.

Throughout history, outdoor education has been defined in a variety of ways. “Those who influenced the field early on defined outdoor education with the needs of camping education in mind” (Adkins & Simmons, 2002, p. 2). L. B. Sharp (1943), possibly the founder of camping education, gave an explanation for outdoor education: "That which can best be taught inside the schoolrooms should there be taught, and that which can best be learned through experience dealing directly with native materials and life situations outside the school should there be learned" (p. 363). In 1955 Julian W. Smith, founder of the National Outdoor Education Project, made the connection between outdoor education and the school curriculum in his definition: "Outdoor education means learning "in" and "for" the outdoors. It is a means of curriculum extension and enrichment through outdoor experiences" (Hammerman, 1980, p. 33).

is literature review will cover three articles by Bunting, Forgan and Jones and Gassner. The review covers five separate themes and how they relate to outdoor Education. The five themes that will be covered are Personal Development, Teachers role and Methods used, Engaging Interest, Group Community Concepts and Supporting Research and Examples.

“Cool” can be expressed through the courage that people have to experience new things, including taking risks. What makes skydiving cool is that it presents a new thrilling experience that not many get to have. Combined with the potential risks and the overall experience, skydiving has many appeals that can be considered as “cool” to the functional aesthetics of a person. Skydiving embodies this concept of “cool” because it takes nerve to overcome the perceived risk of death to jump out a moving plane. It is a unique experience that individuals should put on their bucket list because it gives the skydivers the opportunity to explore new feelings that they often would not experience in their normal life. Therefore, the purpose of the project is to inform and persuade the audience to skydive because it does not only illustrate “cool”, but it also functions as stress release.

This is compromised of 5 steps including, “Develop outdoor sports skills; enjoy the satisfaction of competence, Live within the limits or personal ability in relation to the environment and physical activities, Derive pleasure in accepting the challenge and risk of stressful physical activity, Develop awareness of mutual dependency of self and the natural world, Share experiences and learning in cooperation with others” (Kelly, Melograno, 2014). In the first step, it is very important to make sure students grasp the understanding of the Wilderness sport activity nature, and the level of physical and emotional endurance it will take. Also, each student reaches making sure that an ideal level of competence. In the second step, it is important to make sure each student understands their personal ability and skill level to perform the activities. In the third step, each student should have an understanding that these activities are not normal nature to what they have been learning in regards to sport education. These activities are much more stressful and strenuous and require a greater deal of focus and engagement. It is important students are gaining pleasure in accepting this type of risk and stress. In the fourth step, students should be taught what it means to be dependent on themselves and nature that surrounds them during these activities. They should become one with nature in order to ream the full benefits.

The academic journey in this particular degree has been, in many ways, one of self-discovery and fraught with critical self and program reflection for this author. It was for my own personal and professional growth that I chose to pursue the degree as a TRS. The program exposed me to many of the leaders in the field of Recreation and Leisure, especially as it applied to TR, and, furthermore, helped me to construe, animadvert and reevaluate my own professional philosophy.

Adventure Tourism ranges from non hazardous to high risk had led to the concept where adventure tourism can be catgorised as either ‘soft adventure’ or ‘Hard Adventure’. Soft adventure would involve very low risk and require any previous experience in their past holidays. However, hard adventure

3. Principle of adventure: By being adventurous and at the same time, grasping opportunities, potential for innovation and final strike

1.4 Task B . . . . . . . . . . . . . . . . . . . . . . . . .