Showing papers in "Journal of Outdoor Education in 2007"

Preventing death and serious injury from falling trees and branches

Abstract: Of 128 outdoor education related deaths examined since 1960, 14 have been due to falling trees or branches. This article examines the grounds on which death or serious injury due to falling trees or branches can be regarded as an inherent risk in outdoor education, and the extent to which such incidents can be regarded as preventible. It compares alternative approaches to prevention, and draws conclusions about how best to reduce the risk in the future.

Skill Instruction in Outdoor Leadership: A Comparison of a Direct Instruction Model and a Discovery-Learning Model

Abstract: In this paper I discuss some of the strengths and weaknesses of two different approaches to teaching motor skills to students in outdoor education and outdoor recreation settings. Using acronyms to describe their stages: DEDICTis a six step, direct instructional model that some outdoor leaders may already be familiar with; and FERAL is my adaptation of a discovery learning approach that can be used to teach students and participants skills. It ismy premise that both models are theoretically sound in terms of motor skill acquisition theory and the physical education literature on skill instruction. I discuss and critique both models with reference to the theories of motor learning, the stages of skill acquisition, the role of feedback, the characteristics of effective practice, the value of demonstrations, the role of verbal instructions, and experiential Ieaming theory. Finally, I offer some recommendations on how to optimise the effectiveness of skill instruction in outdoor leadership using both models.

Effective Outdoor Leadership through Displays of Trustworthiness and Immediacy

Abstract: Authors have considered various aspects of effective outdoor leadership, but outdoor education literature has not yet offered any theoretically derived suggestions for how an outdoor leader might intentionally gain the trust of participants. There is a growing body of cross-disciplinary trust literature that examines the phenomenon of trust development. Likewise, the fields of communication and education offer teacher immediacy as an effective way for teachers to gain rapport with students. Utilization of Mayer, Davis, and Schoorman's (1995) model of trust development, along with the principles of teacher immediacy, might influence positive, healthy, and effective relationships between outdoor leaders and participants of outdoor education programmes. This paper contributes to understanding the outdoor education process and informs the practice of outdoor leadership by suggesting specific, empirically supported ways in which outdoor leaders might successfully promote positive and open relationships between themselves and participants.