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Essay / Research Paper Abstract
A 3 page paper hat provides background on the outdoor adventure education movement and explains the activities that may be included in this curriculum. The writer discusses the goals and positive outcomes of these programs. Bibliography lists 8 sources.
Page Count:
3 pages (~225 words per page)
File: MM12_PGotdr8.rtf
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Unformatted sample text from the term paper:
2004). Outdoor adventure education has evolved to the point that it typically does integrate these two areas in the curriculum (Lugg, 2004). This entire field emerged and evolved from Outward
Bound programs, the Boy Scout movement and military training (Lugg, 2004). Adventure programs are intended to develop a number of attributes and characteristics including physical endurance, courage, leadership and
strength(Lugg, 2004). When these programs first appeared, the focus was young men but time has led to the inclusion of girls and young women (Lugg, 2004). We might remember that
the Outward Bound programs were initially used to combat juvenile delinquency and, in fact, delinquents and other difficult youngsters were ordered to participate in Outward Bound programs. Furthermore, the Boy
Scouts promoted the idea of developing character through participation in outdoor adventure activities (Lugg, 2004). Outdoor Adventure programs generally include a combination of these activities: rock climbing, backpacking, orienteering (using
a compass), ropes courses, whitewater rafting, camping, and scuba diving (Kluge, 2005; Slentz and Chase, 2003). What distinguishes the Outdoor Adventure curriculum from other forms of activities is the perceived
element of risk (Slentz and Chase, 2003). Research has consistently concluded that the benefits of overcoming the risky obstacles is greater self-confidence (Slentz and Chase, 2003). One author said: "People
need adventure of some kind to progress from one achievement level to another, and risk provides the spice that makes achievement satisfying" (Slentz and Chase, 2003, p. 41). The Outdoor
Adventure curriculum has proven extremely popular in schools and communities (Moorman, Schlatter and Hurd, 2007; Kluge, 2005). Communities are building outdoor adventure parks that could include rock climbing, whitewater
rafting, and other challenges and schools are incorporating ropes and other challenges into the physical education programs (Moorman, Schlatter and Hurd, 2007; Haras, Bunting and Witt, 2006). Haras, Bunting
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