INTRODUCTION TO ADVENTURE EDUCATION:
Recent Go to SFA Kin & Health Science research studies have clearly shown that most human beings thrive on challenges, whether it is a struggle from either physical or mental involvement, or a problem that may be solved through their own personal involvement.
The natural growth and development as an individual evolves from our actions and reactions with our environment, and also from our many unique experiences are the true basis which determines what type of person we become, and how we are able to accept ourselves as an individual who is different from all other individuals.
A true adventure develops anytime the resulting actions or outcome do not follow the normal prearranged plans that are believed to happen. When any game of the experiential education type is played, its outcome should be based upon the experiences derived during the course of the game instead of how the members of the team were chosen. The flow of action is constantly changing during an adventure, thus the learner must recognize the new set of circumstances and adapt his responses to the ever changing situations. To attempt any game or activity which has a predictable outcome from the start, (will they experience success or failure) leads to boredom and/or a non-compliant attitude within the learner, and this condition may lead to an increased form of negative type behavior. The above statement explains why a sports centered curriculum may not always be best for Physical Education programs. The individual's past experiences in a particular sport, many times dictate the quality for their new experiences. If learners have very good game playing skills, then they will usually be successful during games with out applying themselves which most often results in a low level of motivation. Whereas, if their past experiences have been negative then they will try to avoid those activities that remind them about unpleasant experiences.
During the stage of mythic glow of childhood, all things seemed possible, thus during play, time itself often stood still while everyone become a little braver, stronger, and more whole as laughter flowed freely. There was a magic in those times, just as there seems to be a magic in experiential games and activities. The thrill of seeing a group of people come together quickly, build trust, begin to solve problems more efficiently, is reminiscent of early age type play in both the spirit of playfulness and the flowing of creativity.
The activities and curriculum plans for Adventure Education are derived from the "PROJECT ADVENTURE" philosophy toward learning. This philosophy states that individuals are usually more capable (mentally, emotionally, and physically) than they perceive themselves to be, and if given the opportunity to TRY in a supportive atmosphere, can discover the excellence within themselves.
Much of the rationale and justification
for this adventure type of approach to education emerges out of
the leader's and learner's positive experiences in trying the
various new game, trust activities and initiative problems.
GOALS FOR ADVENTURE EDUCATION EXPERIENCE
1. To Increase the Participant's Sense of Personal Confidence by enhancing Problem Solving Skills.
The aim for the adventure activities
will be to allow individuals to view themselves as increasingly
capable and competent. Through attempting a graduated series
of activities, which involves physical and/or emotional risk,
and succeeding, or sometimes failing in a supportive group atmosphere,
the student may begin to develop true self-esteem.
2. To Increase Mutual Support Within a Group.
The philosophy that anyone who conscientiously
tries should be respected, causes success and failure to be
less important than making a good effort. In many cases, the
success or failure of a group depends on the effort of the members.
A cooperative supportive atmosphere tends to encourage participation.
3. To Develop an Increased Level of Agility and Physical Coordination.
Balance and coordination during movement
indicates the basis for success during physical activities ranging
from dance to athletics. Thus, a person who perceives himself
as physically awkward, often sees himself as inadequate in other
ways.
4. To Develop Increased Joy in One's Physical Self, and in Being With Others.
An important criteria for assessing
the true value derived from the various adventure activities is
that the activity creates a substantial element of fun. The
class is not solemnly engaged in building confidence, social
cohesion, and agility. Just as the individuals in the class may
regularly be anxious and fearful, so should they even more regularly
experience joy, laughter, and anticipation.
CLASS PROCEDURES AND REQUIREMENTS:
1.
The class members should expect to become involved in all of the
course activities and adventures while following the principle
of "CHALLENGE BY CHOICE".
2.
The major topics covered within this experiential educational
course include the following: New Games, Initiative and Problem
Solving Activities, Trust Activities, Knots and Rope Skills, Dynamic
Belay Systems, Safety Procedures to Follow During Dynamic Climbing
Activities, Rope Course Low Elements, Rope Course High Element
Challenge Activities, Rock Climbing Basics and Rappelling, and
the Proper Use and Care of Adventure Equipment.
3.
Some of the adventure activities will be scheduled to take place
at other areas such as the ROTC Rappel Tower, but most activities
will occur in room 113 of the HPE building.
4. Proper Dress for Class Activities:
Everyone should plan to dress for very
activity participation under various conditions ranging from sliding
along on the floor to climbing up into trees. Warm-ups and/or
athletic clothing seems to work best along with a comfortable
pair of athletic type shoes. A bandanna is needed and will be
used in many of the initiative activities and games. Also leather
gloves will be used during rappelling and belaying activities.
The shoes used on the indoor climbing walls should be constructed
of soles that will not mark the walls.
5.
The textbook used in the course: "SILVER BULLETS
- A Guide To Initiative Problems, Adventure Games and Trust Activities"
by Karl Rohnke, Project Adventure Inc. (1986)
6.
SFASU nor the Kinesiology Department provides health and accident
insurance on students, if you feel that you need insurance,
then you can obtain student insurance at Health Center.
7. The
Kinesiology and Health Science Department's policy for dress restricts
the wearing of hats during instructional classes conducted within
the HPE Complex.
8. Semester Grade Computation:
Active participation is required in all of the experiential learning's activities and adventures. Each class member will also be involved in providing group leadership through organizing and directing the class members during initiative games or activities. Participation in the field trip to the ROTC Rappel Tower, and active involvement as a belay/climber group during rock climbing activities.
Class attendance/participation is also very important in determining the student's final grade, thus a part of the participation grade is lost for every unexcused absence . . . . . . . . . . . . . . . . . . . . . 40%
adventure activities and rock climbing and rappelling activities as measured by the
Skills Performance and Demonstration
Test . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 20%
Mid-term Written Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%
Final Written Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20% Total 100 %