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Collins, L.; Carson, H. J.; Amos, P.; Collins, D. – Journal of Adventure Education and Outdoor Learning, 2018
This paper utilised a two-part mixed-methodology to examine the value placed on judgement and decision-making by a sample of qualified mountain leaders in the UK. Qualified leaders (N = 331) completed a web-based survey and a smaller sample (N = 8) were then interviewed. Survey data showed that mountain leaders place greater value on their…
Descriptors: Foreign Countries, Value Judgment, Decision Making Skills, Outdoor Leadership
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Enoksen, Elisabeth; Lynch, Pip – Journal of Adventure Education and Outdoor Learning, 2018
Recent leadership research has demonstrated a need for better understanding the process of becominga leader because it might be qualitatively different to being a leader. If so, there is likely to be a need for pedagogies designed deliberately to support first-time outdoor leadership experiences and any such pedagogies must be informed by the…
Descriptors: Outdoor Leadership, Foreign Countries, Outdoor Education, Qualitative Research
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Bell, Martha – Journal of Adventure Education and Outdoor Learning, 2017
Adventure has outgrown its use as a metaphor and motive for educational journeys into the cultural outdoors. Self-reliance cannot counter the mechanisation of everyday life. "Adventure" is produced and serviced by the very people who felt its worth to their own individualisation and now advance its professionalisation for their own…
Descriptors: Adventure Education, Outdoor Education, Risk, Learning Theories
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Grimwood, Bryan S. R.; Haberer, Alexa; Legault, Maria – Journal of Adventure Education and Outdoor Learning, 2015
This paper explores and critically interprets the role wilderness travel may play in fostering environmental sustainability. The paper draws upon two qualitative studies that sought to understand human-nature relationships as experienced by different groups of wilderness travel leaders in Canada. According to leaders involved in the studies,…
Descriptors: Foreign Countries, Outdoor Education, Outdoor Leadership, Environmental Education
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Goldenberg, Marni; Soule, Katherine E. – Journal of Adventure Education and Outdoor Learning, 2015
Means-end theory was used to analyze differences in outcomes from original interviews and follow-up interviews occurring four years after Outward Bound (OB) and National Outdoor Leadership School (NOLS) 2006 course participation. In 2006, a semi-structured, in-person interview was conducted after participants (N = 510) completed their course. In…
Descriptors: Semi Structured Interviews, Student Attitudes, Theories, Adventure Education
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Dyment, Janet; Morse, Marcus; Shaw, Simon; Smith, Heidi – Journal of Adventure Education and Outdoor Learning, 2014
The paper examines how outdoor education teachers in Tasmania, Australia have implemented and perceive a new pre-tertiary Outdoor Leadership curriculum document. It draws on an analysis of in-depth semi-structured interviews with 11 outdoor education teachers. The results revealed that teachers were generally welcoming of the new higher-order…
Descriptors: Foreign Countries, Outdoor Education, Teacher Attitudes, Semi Structured Interviews
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Thomas, Glyn – Journal of Adventure Education and Outdoor Learning, 2008
A facilitator is considered to act intentionally when they are deliberate about what they are doing and can provide rationales for their actions. The same facilitator is said to practice intuitively when they are not able to articulate a clear rationale for their actions, yet they are still able to facilitate effectively. A review of the…
Descriptors: Participant Observation, Experiential Learning, Intuition, Intention
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Tozer, Mark; Fazey, Ioan; Fazey, John – Journal of Adventure Education and Outdoor Learning, 2007
Adaptive expertise, an individual's ability to perform flexibly and innovatively in novel and unstructured situations, could have particular relevance for expedition and outdoor leaders. This element may be recognized in leadership practitioners who are able to act more effectively when problem-solving in complex, ambiguous and unpredictable…
Descriptors: Outdoor Leadership, Expertise, Thinking Skills, Problem Solving
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Warren, Karen; Loeffler, TA – Journal of Adventure Education and Outdoor Learning, 2006
This article provides a theoretical foundation for understanding women's technical skill development (TSD) in outdoor adventure. An examination of societal and biological factors influencing women's TSD focuses on gender role socialization, sense of competence, technical conditioning, sexism, spatial ability, and risk-taking. The article suggests…
Descriptors: Adventure Education, Job Skills, Physical Activities, Sex Role
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Bobilya, Andrew J.; McAvoy, Leo H.; Kalisch, Kenneth R. – Journal of Adventure Education and Outdoor Learning, 2005
The purpose of this study was to investigate participants' perceptions of an organized solo within a wilderness experience program and the influence that the instructors have on their perception of the solo. More specifically, this research project focused on the role of the instructor in the solo as perceived by the participants while still on…
Descriptors: Student Attitudes, Group Dynamics, Physical Environment, Outdoor Education
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Beames, Simon; Brown, Andrew – Journal of Adventure Education and Outdoor Learning, 2005
This paper examines the development of outdoor education in Hong Kong from its colonial roots to the challenges of its uncertain future. The scene is set by a synopsis of Hong Kong's geography, history, economy, and culture. Next, we trace the history of organised outdoor education from the early 1900s to the present day. This is followed by a…
Descriptors: Adventure Education, Experiential Learning, Foreign Countries, Management Development
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Wurdinger, Scott; Paxton, Todd – Journal of Adventure Education and Outdoor Learning, 2003
Presents a model of four levels of experience in training adventure education leaders: direct instruction, student interaction in class, technical skill development, and internships. Internships allow students to think for themselves and solve real-world problems while experiencing teaching on their own. Utilizing all levels increases student…
Descriptors: Adventure Education, Education Work Relationship, Educational Strategies, Experiential Learning
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Boyes, Michael A.; O'Hare, David – Journal of Adventure Education and Outdoor Learning, 2003
Decision making by outdoor adventure educators revolves around balancing risk and competence. A model of outdoor adventure decision making is presented that draws on naturalistic decision-making processes and emphasizes the importance of situational recognition and prior experience. Leaders draw key information from the natural environment,…
Descriptors: Adventure Education, Case Studies, Context Effect, Decision Making
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Berman, Dene; Davis-Berman, Jennifer – Journal of Adventure Education and Outdoor Learning, 2002
The novelty and challenge of the wilderness, often cited as the basis for growth, can also precipitate emotional crises. Leaders should help the participant restore equilibrium through empathic listening and emotional support. If that fails, a model is presented for inhibiting the escalation of aggression or violence. Defusing and debriefing after…
Descriptors: Anxiety, Catharsis, Coping, Crisis Management
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Galloway, Shane – Journal of Adventure Education and Outdoor Learning, 2002
A review of research in cognitive and social psychology reveals the importance of situation assessment in the development of decision-making expertise. A naturalistic training model is presented for outdoor leaders that includes training for ill-structured problems, a heavy workload, time stress, and high stakes, as well as multiple players and…
Descriptors: Adventure Education, Cognitive Psychology, Crisis Management, Decision Making
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