This course offers a consideration of the history, theory, design and management, as well as current issues and trends in outdoor and adventure-based programs. Special attention will be given to developing an understanding of principles and methodologies of outdoor curricula, as well as implementation, risk management, and group dynamics in outdoor programs.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Outdoor recreation and adventure sport professionals need to be acutely aware of their surroundings, specifically when engaging clientele in outdoor and adventure-based programming. This includes becoming aware and knowledgeable of one’s immediate environment, facilitating a meaningful experience for participants as well as recognizing legal implications of such programming and mitigating potential liability.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Develop an adventure experience plan or outdoor education lesson for a chosen population.
- Explain the rights and responsibilities of management, employees, participants, and clientele with respect to risk management.
- Evaluate the role and relevance of the professional in a provision of adventure recreation services.
- Identify and illustrate ecological events and seasonal ecological changes.
- Communicate important findings in historical and current outdoor recreation research.
Textbook readings and lecture presentations/notes
Course Requirements Checklist
After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
The student will participate in four Discussions. A Discussion consists of a thread and two replies to other students’ threads applying a biblical worldview as appropriate. Each thread for a Discussion question should contain 400–500 words and is due by 11:59 p.m. (ET) on Thursday of the assigned module. Each reply should be no less than 200 words and is due by 11:59 p.m. (ET) on Sunday of the same module. This promotes writing that is thorough, yet concise enough to permit classmates to read all the posts. Attention to good grammar and spelling is imperative and appropriate references should be made in APA format. First person writing is allowed in all posts.
Experience Analysis Assignment
This assignment is to aid the student in understanding and experiencing sports and recreation at the behavioral level. Each student will attend an experience of their choice and complete an analysis. The Experience Analysis will be due by 11:59 p.m. (ET) on Sunday of Module 3.
Staged Program Project: Design Form Assignment
The student will choose one outdoor recreation/adventure activity to design as part of a ‘mini’ program. The design should be intention with subsequent aspects of the project in mind.
Staged Program Project: Activity Video Assignment
Based on the Design Form Assignment, the student will stage a program and record himself/herself in a ten-minute video and upload it to YouTube. The YouTube will be submitted online in order to be graded. Grades will be determined by design and performance.
Staged Program Project: Self-Evaluation Assignment
Based on the Activity Video Assignment, the student will conduct a self-evaluation based on criteria from course readings and appropriate to the activities in the ‘mini’ program.
Staged Program Project: Program Plan Assignment
As the culminating feature in the Staged Program Project, the student will prepare a comprehensive program plan, as specified in the program plan instructions. This is to be presented in a professional manner and should represent the student’s best professional effort.
The student will complete four open-book/open-note quizzes encompassing material from the required texts. The student will be given one hour to complete ten multiple choice questions. Each quiz must be completed by 11:59 p.m. (ET) on Sunday of the assigned module.