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“Adventure is a way of doing; it is not something you do” (Project Adventure, 2007, p. 4).
This statement is the opening line in the Adventure Programming Training Manual, and it sets the stage for the most important aspect of adventure programming; it is not what you do, but how you do it that makes this way of learning so valuable for students and instructors. When facilitating an adventure program, it is important to remember three foundational concepts that provide participants with opportunities for challenge and personal growth in a safe environment.
Experiential Learning Cycle - Adventure Programming
Project Adventure (2007)
The Experiential Learning Cycle is the cornerstone of the ODE + ExEd program. David Kolb developed the theory in 1984 in his book, Experiential Learning: Experience as the Source of Learning and Development. It begins with a concrete experience, and then a discussion and reflection period on what happened during the activity. This discussion should lead to the formation of more generalizations of why things happened the way they did. These discussions should connect to how the Full Value Contract was upheld by the group, as well as whether the group achieved the goals, both personal and community. Ideally, the discussion will lead to an application of the lessons to new situations, including experiences outside outdoor education.
The Experiential Learning Cycle values success and failure equally, as both experiences provide valuable learning opportunities. There is a tendency within classroom educators to want to instruct in the right way to do something, in order to succeed, but with this type of learning, students must be allowed to find their own way, within given safety parameters. Failures should be celebrated as much as success. A great way to impress this upon your group is to remind them that the first four letters of failure, F.A.I.L, actually represent First Attempt In Learning!
Challenge by Choice
Challenge by Choice should not suggest that the participant chooses whether or not to participate, but rather what challenge they choose for themselves within the realm of the activity. For some, the challenge may be physical, either to simply attempt a daunting task, or to pace oneself for the benefit of the whole group. Other challenges may include mental challenges, such as stepping back from a comfortable role as leader and allowing others to share their ideas.
Full Value Contract
In order to feel comfortable with challenges, the group must establish a Full Value Contract. This contract is individualized to the group, and focuses on the goals, and the behaviors necessary to achieve those goals. When establishing the agreement, ensure that all members truly understand their responsibility to themselves and the group. This does not need to be a formal, paper contract, but you should have some way to remind the group about the agreement through actions and phrases at the beginning of each day, as well as during reflection periods. The agreement should establish a community where each individual feels valued, and comfortable with sharing feelings and observations. This can take some time, so start early with low-risk experiences to establish trust.
The Experiential Learning Cycle (EC) is based on David Kolb's theory that learning happens most effectively in a four-step process. Each of Kolb's four basic learning styles, concrete experience, reflective observation, abstract conceptualization, and active experimentation, aligns with on of the four stages of the ELC.
I see, and I forget. I hear, and I remember. I do, and I understand. - ancient Chinese proverb.
The Adventure Wave - Adventure Programming, Project Adventure (2007)
The Adventure Wave models the continuity of the experiential learning cycle, in that the reflecting of a prior experience is the framing of the next experience, much like the trough of a wave makes space for the peak of the next wave. The idea is that the actual "doings" of a course are linked, and should flow in a logical sequence where one experience prepares a participant for the next.
Research Based Findings
In order for the ELC to be effective, students, leaders, and chaperones should be aware of the goals of the activity, be prepared to discuss how the activity was executed, and what was gained from participation in the activity. John Dewey (1910) posited that “the ideal mental condition” for learning is one in which the material is valuable and goal relevant, and the instruction is intrinsically interesting and fun. When one is operating in this condition, attention to task is not difficult to maintain, and information is retained. Of course, not all learning takes place in the ideal mental condition. Therefore, students must learn skills that help them regulate and maintain attention and retention when the learning does not immediately appear to be interesting, fun, or relevant. “If students could self-regulate so that learning experiences were goal-relevant and intrinsically interesting, it would, presumably, enhance their abilities to stay on a path of lifelong learning” (Sibthorp et al, 2015, p.27). A number of studies have been done to see if outdoor education can help students self-regulate, set goals, and operate under the ideal mental condition. Sibthorp and his colleagues discovered that outdoor adventure education is suited to provide opportunities for “frequent optimal engagement,” as reported by the participants (Sibthorp et al, 2015, p. 35). In addition, the students in the study reported a greater interest in learning well after the conclusion of the course. Finally, participants were able to demonstrate self-regulation during the following academic semester through the application of skills practiced during the course, including: “(a) opportunities for reflection (b) a challenging yet supportive environment; (c) opportunities to succeed through persistent, willful effort; and (d) a fluid and flexible nature” (Sibthorp et al, 2015, p. 35-36). Sibthorp and his colleagues’ research lends credibility to the idea that outdoor adventure education can foster an ideal mental condition for learning, foster an interest in learning, and apply newfound skills of leadership, perseverance, and personal reflection later in the classroom.
An additional component of outdoor adventure education is to enhance the presence of prosocial behavior, which is general defined as “behavior that is aimed at benefiting others,” and the motivations for engaging in these behaviors include “receiving positive recognition, soothing personal distress, and reinforcing self concept” (Furman and Sibthorp, 2014, p. 162-63). Social psychologists Baron and Branscome (2012) also discuss that people engage in prosocial behaviors because it activates empathy, reduces negative emotions, and provides joy to all parties. Ideally, these skills can be transferred to the classroom and social experiences. Furman and Sibthorp conducted a study using adolescent students to see if certain practices, such as “intentional framing, using case studies, using journaling exercises, enhancing transfer support, and developing an action plan” could enhance the transfer of these skills (Furman and Sibthrop, 2014, p. 162). Their study found a correlation between the use of these practices and an increase in skill transfer after the course.
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