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A useful conceptualization of the
purposes of adventure programs was developed by Priest and Gass (1997).
They proposed four types of programs:
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Recreational programs aim to change the way people feel.
The purpose is leisure, fun and enjoyment, e.g., surfing for pleasure.
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Educational programs aim to change the way people feel and think.
The purpose is to learn skills and/or information, e.g., learning how to surf
classes or geography field trips.
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Developmental programs aim to to change way people feel, think and behave.
The purpose is is to undergo personal growth, e.g., a surfing program in which the goal was to push
personal limits, test endurance, develop personal goal setting, self-discipline, and build individual's self-esteem, etc.)
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Therapeutic / Redirectional programs
aim to change the way people feel, think, behave, and resist. The purpose
is correct an individual or group problem, e.g., a low security prison may
conduct surfing classes and work on a beach habitat restoration program as part
of a pre-release detention program for inmates)
In addition to Priest and Gass' four purposes, these other purposes of
outdoor education programs are also common:
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Physical goals include physical fitness, weight loss, balanced dietary
intake, physical movement and physical and health well-being. Physical
goals may be preventative, educational, developmental, and/or rehabilitative
(therapeutic).
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Spiritual programs aim to help development of spiritual knowledge
and experience (e.g., many Church and Religious groups conduct camps for young
people with a combination of spiritual instruction and other goals, such as fun
(recreation).
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Relationship /
Family / Group / Community oriented programs aim to change the way a particular dyad, small group
or community are functioning (as opposed to individual). The unit of
interest/analysis in this case is not the individual. Team productivity
and school climate are examples.
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Environmental goals include having a positive impact on a specific ecosystem
(e.g., native vegetation regeneration), environmental education knowledge (e.g.,
local area knowledge through to awareness about global climate change), and
environmental attitude.
Reference
Priest, S., & Gass, M. (1997).
Effective leadership in
adventure programming. Champaign, IL: Human
Kinetics. |