MAG Experiences Program Foundations

Every individual is different, and the single, biggest determinant of a participant's experience is generally the individual's personal history (stored experiences) and the motivation, fitness, goals, readiness for change, etc. with which the individual enters the program. (Priest & Gass, 1997)

MAG addresses this key factor in the following ways:

• The use of adventure-based learning principles including

• Challenge by Choice

• Full Value Contract

• MAG programs are designed to target clients from similar backgrounds or demographics. For example, offering programs designed for couples, fathers, families

The program's philosophy and culture give rise to everything else; staffing, program design, recruitment, communication with participants, etc.; program quality ultimately stems from the official and implicit reality and professionalism of the operating organization. (Priest & Gass, 1997)

MAG addresses this key factor in the following ways:

• The organization is primarily defined by the owner. James Castrission offers a clear role model by demonstrating his passion for adventure and strength in leadership to define the organizational culture. James’s experiences, beliefs, and motivations are also documented in this operations manual. An organizational culture that is safe, professional, transparent, and transformative are his primary objective.

• Organizational philosophy is documented in the Learning and Personal Development Policy, Staffing Policy and Client Engagement Policy, and related SOPs

• The Staffing Policy contributes to the organizational culture by defining the qualities of staff involved with MAG programs.

The 3 core qualities of all MAG staff are;

1. Significant experience in adventure activities

2. Proven skills in facilitation techniques and/or a strong business background

3. Professional outdoor activity qualifications

Offer hands-on, concrete, learning-by-doing tasks with real-world constraints; allow freedom for participants to make mistakes which have clear, natural (rather than arbitrary) ramifications. (Priest & Gass, 1997)

MAG addresses this key factor in the following ways:

• Activities are designed to include (as far as possible) real-world consequences to decisions and actions of the group, whilst continuing to manage safety issues.

• The potential consequences of actions and decisions made by a group are considered during planning; programs are designed to ensure that any consequences of a group decision does not reduce and eliminate essential aspects or activities of the program

• Documented activity Guidelines assist Guides when assessing the consequences of a group's actions or decisions

Utilize unique, engaging context of wilderness and provide compelling, intense, challenging, adventurous activity which excites and keenly focuses the mind and body. (Priest & Gass, 1997)

MAG addresses this key factor in the following ways:

• The landscape of the Blue Mountains in NSW is a unique and novel backdrop for a range of adventure activities. Containing a listed World Heritage area and a declared Wilderness area, the National Parks of the Blue Mountains provide ample opportunities for a compelling, intense, and challenging wilderness experience. 

• All MAG programs include adventure activities such as Canyoning, abseiling, and rock climbing within a broader program of experiential learning opportunities. 

Utilize well-researched educational and psychological theory in program design. On the one hand, customize program design to meet the unique needs of participants, on the other hand, make clear use of good design principles such as

• Gradually increase the level of difficulty of activities

• Attend to the rhythm and pattern in the program structure 

• Try to make use of all of the participant's different senses through various experiences and activities - i.e., sight, hearing, touch, smell, and taste. (Priest & Gass, 1997)

MAG addresses this key factor in the following ways:

• The overall MAG educational and psychological theory is documented in the Learning and Personal Development Policy

• All MAG programs incorporate a range of experiential learning methodologies. All methodologies and techniques are widely accepted in the industry and are research-based. 

• Key theory documents are referenced in this document

MAG addresses this key factor in the Staff policy, related SOPs Guidelines

Facilitation techniques used during MAG programs are detailed in the Learning and Personal Development Policy and related SOPs. These include:

• Challenge by Choice

• Full Value Contract 

• Experiential Learning Cycle 

Teach skills and meta-skills which are directly applicable to everyday life; Look for ways of involving significant others to help communicate and socially reinforce the changes; Look for metaphoric structures that relate back to home life.(Priest & Gass, 1997)

MAG addresses this key factor in the following ways:

• Experiential learning techniques used during MAG programs offer meta-skills and transfer of learning opportunities. 

• In addition, meta-skills and transfer of the learning opportunities are enhanced by engaging participants prior to and following up shortly after MAG programs with front-loading and other activities.

Longer programs have been found to be more effective -- certainly, 1 -month programs are significantly more effective than 1-week-long programs, which are in turn significantly more effective than 1-day programs.(Priest & Gass, 1997)

• The majority of MAG programs are 1-2 days in duration. The outcomes are enhanced by engaging participants prior to and following up shortly after MAG programs with front-loading and other activities

Weather, gear, logistics, & backup support. These issues normally play little part in determining outcomes when they go according to plan, but it is also not uncommon for weather or other logistical events outside the group's direct control to provide experiences that can prove either hugely beneficial and/or particularly damaging. (Priest & Gass, 1997)

MAG addresses this key factor in the following ways:

• All MAG staff provide resources and maintain an environment that supports the 2 lowest levels of  Maslow’s Hierarchy of Needs; enabling participants to have the opportunity to explore the higher levels of Maslow’s Hierarchy of needs

• All MAG programs are conducted in a timely, efficient, and organized manner 

• The MAG Staff policy defines the high standards of staff conduct

Activities are varied but methodologies are applied consistently with the constraints of the activity. There are no clear differences in outcomes between different program modalities