Chapter 1.

Outdoor Adventure Education

Learning outcomes:
At the end of this chapter, the students are expected to:
1. demonstrate understanding of the basic concept and nature of outdoor adventure education
2. explain the importance of engaging in different outdoor and adventure activities; and,
3. identify the different outdoor and adventure activities in the Philippines.

Outline
• Overview
• Historical Background
• Outdoor Adventure Education
• Four Main Elements of OAE
• Future of Outdoor Adventure Education
• Benefits of Engaging in Outdoor Adventure Activities
• Outdoor and Adventure Education in the Philippine Curriculum
• Different Outdoor and Adventure Activities
• Suggested Media at Home
• Suggested Activities/Assessments
FAQs
1. Are outdoor and adventure activities part of the school curriculum?
Answer: Yes! It is already part of the K-12 curriculum, specifically in Grades 9 and 12. It is also available
as a menu option in Physical Activity Towards Health and Fitness (PATHFit) 3 and 4. Thus, it can be offered
either in PATHFit 3 or 4, or both.
2. Even if we don't have a lot of outdoor space, can we offer or help set up outdoor and adventure
activities?
Answer: Definitely yes even though in the curriculum there are suggested activities like mountaineering,
camping, and orienteering, we can still offer other experiential activities that are suitable for our school
environment. We just need to really study and plan the activities we would like to offer as they must be
appropriate to your school.
Overview
Because everyone in today's modern society devotes so much time to media platforms, mobile games and apps,
and other modern conveniences, there is a serious challenge over the absence of a genuine connection between
humans and the natural environment as well as the lack of opportunities to engage in physically active
endeavors. To address this, Outdoor Adventure Education (OAE) has been developed as a means to encourage
individual participation in physically demanding activities and their connection to the natural world. It is a way
of learning that involves the use of all of one's senses and typically takes place through contact with one's natural
surroundings.
Historical Background

Although outdoor adventure education is still relatively new, greater studies of OAE demonstrate an
improvement in self-development, environmental consciousness, and the demand for a healthier and more
active lifestyle. There are increasingly more examples of OAE approaches being employed in conventional
education systems and other contexts such as therapy for at-risk children, victims of sexual harassment,
distressed families, among others. The origins of OAE and the relevance of adventure in our everyday lives can
be traced back to the time of world travelers, traders, and missionaries. As early as the Stone Age, our
forefathers spent time playing games to develop their coordination, speed, agility, and reaction time, which
would later become vital in hunting and self-defense. Among the most essential reasons for using outdoor
adventure education strategies is the development of new, and varied skills (Ewert et al. 2014). Moving closer
to the present, traces of OAE can be found in the early 19th century in America. At that time, the YMCA
organization was responsible for running summer camps and recreational programs, both of which have
contributed to an increase in the number of people participating in leisure activities that included elements of
adventure. Consequently, the government has intensified its efforts to construct a number of leisure options
and natural parks, with the goal of encouraging more people to spend more time outdoors and experience
acloser proximity to nature (Cavert, 2013. At the turn of the 20th century, many have included outdoor activities
and experiences as educational content. This included studying the natural environment and developing a
variety of outdoor survival skills, such as pitching a tent, engaging in expeditions, and other similar activities
(Cavert, 2013), and by the tail end of the 20th century, a new concept known as "outdoor education" was
established, and it was described as a kind of learning that is mostly conducted outside and is focused on
personal experience (Priest, 1986). In addition to the stated activities, outdoor education also includes rock
climbing, skiing, and kayaking among other things (Cavert, 2013).
Kurt Hahn is a liberal educator in Germany, pioneered Outdoor Adventure Education in the mid-twenties. His
goal was to establish an atmosphere in which young people would learn behaviors that could safeguard them
from the deteriorating ideals of modern society. He felt that by removing individuals from their normal
community environment and challenging them, a better society might be created. He founded the Salem School
in Germany to further these progressive ideas, but after encountering resistance from officials, he went to
Scotland and established Gordonstoun (1933), a school wherein traditional teaching was blended with
progressive concepts borrowed from Salem. The main methods of instruction have been known as "The Seven
Laws of Salem," and these include increased self-awareness as well as failure and success experiences. Learning
approaches improved imagination and the ability to plan ahead of time and tackle obstacles with greater
confidence. Instead of competitiveness, a special emphasis has been placed on collaboration and justice (Cavert,
2013). Kurt Hahn, James Hogan, and Lawrence Holt founded "Outward Bound" in 1941 as a training course for
new sailors to learn how to survive at sea. The main method employed in the training is experiential therapy,
which is founded on the notion of putting pupils in circumstances and surroundings that they could experience
and learn from later in life. This method was later employed in Gordonstoun's educational program. Joshua
Miner, an ex-colleague of Kurt Hahn, founded an Outward Bound school in Colorado in 1962, inspired by an
Outward Bound course in England. It was an alternative program that delivers education through adventures
beyond the mainstream classroom environment.
The program's main goal was to improve mutual cooperation and communication while also developing a
deeper understanding of oneself, others, and the environment. Over the following years, the great experience
and effectiveness of the Colorado program inspired the establishment of Outward Bound schools all around the
world, and outdoor adventure education proved to be a powerful educational tool. As a result, the movement
that began in America as summer camps spread to Europe as a sort of experiential treatment and evolved into
a powerful tool for educating society. Nowadays, OAE methods are employed in individual, group, and family
consultation processes, trainings in businesses, and a variety of other areas, while the main goal remains the
same: to provide opportunities for individuals and groups to learn about themselves and others through the
exciting and challenging environment (Cavert, 2013).

Il. Outdoor Adventure Education

Outdoor Adventure Education is defined as a wide range of teaching and learning activities and interactions that
typically involve direct engagement with an outdoor natural setting and includes elements of real or perceived
risk or danger, in which the outcome, even unpredictable, can be influenced by the actions of both the
participants and the situations (Ewert et al., 2014). To further understand what Outdoor Adventure Education
(AE) is, adventure must first be defined. People define adventure differently. Some, for example, define it as an
activity that can span several weeks of trekking with extensive planning. However, according to OAE, adventure
is a pursuit in an outdoor setting with an educational context (Ewert et al., 2014). It frequently requires duties
involving intrapersonal and interpersonal interactions, as well as uncertainties about the outcome (Priest &
Gass, 2005). Returning home from the travel and sharing the experiences and lessons learned with others is also
a significant part of the experience (Ewert et al., 2014).
OAE's theoretical foundations have traditionally been experiential learning and constructivism. Based on the
theories of, experiential learning focuses on the value of experience combined with the habit of reflection to
aid learning. The basis of experiential education was Dewey's (1997) progressive ideals of education in which
the learner would have been the center of the experience. Dewey believed that the most effective learning
experiences were the ones that involved students in raising and solving issues in order to create meaning and
improve understanding.
The theoretical foundation for experiential learning was expanded by constructivist learning, which places equal
importance on the process and environment in which learning takes place in addition to the knowledge gained.
Learning, from a constructivist perspective, is seen as a process in which information is formed by the learners
themselves in an interactive method as compared to just being directed by the instructions of the teacher
(Vygotsky, 1978).
Because of this, the student is actively engaged in the development of new information, which is carried out in
a socially constructed manner with the assistance of the instructor, who environment that encourages students
to study on their own initiative. On a similar vein, Kraft and Sakofs (1988) suggest that experiential education
consists of a variety of components, including the following: a) the learner takes an active role in the learning
process; b) activities are actual and appropriate in terms of the natural consequences for the student; c)
reflection on learning is an essential component in the development of new behaviors, skill sets, and ways of
thinking; and, d) learning must have both present and future relevance for the students and the community of
which they are members.
Awareness and recognition of outdoor adventure education differed across program participants. Others
concentrated on environment awareness, while others focused on the challenging components of the
education, such as conquering fears, pushing the limits, thinking outside the box, and being out of the comfort
zone.
II. Four Main Elements of Outdoor Adventure Education
The following are main characteristics of Outdoor Adventure Education.
• Educational learning is the main focus - to make the entire experience as educational as possible through
teaching and learning; utilizing each situation for educational purpose and instructing students on "what's, so
what's, and so what's".
• Utilizing natural outdoor environment - is important for the teaching process since it provides a venue for a
variety of activities.
• Elements of risk - might be included in a safe activity and these can be real in nature to the activity or can be
(mis)perceived by the participants.
• Uncertain outcomes - a variety of factors, including the environment, participant skills and differences,
climate, and similar factors, might affect how a program turns out. Thus, pushing the participants to face and
conquer their fears, experience making decisions and exercising critical thinking, and assess each participant's
leadership, physical health, and emotional state.
IV. Future of Outdoor Adventure Education
It is up to people to shape their own future. As we utilize all the natural resources that we have right now in this
world, the ecosystem is in great danger from humans. According to Roberts (2021), the future of outdoor
adventure education must contribute to making it more sustainable for the ecosystem as a whole, of which
humans are an important component. Humans can't separate themselves from nature. OAE can help people
make that connection.
Quay (2020) says, "Participants experience healthier ways of relating to themselves, to other people, and to the
environment through carefully planned programs that support, encourage, and model healthy relationships
with nature." Perhaps, a new model of outdoor learning is needed to start a cultural revolution in the way people
think about education, connect kids to nature in new ways, and encourage community action on a scale
unimaginable right now, so that people can build the sustainable future we all want (Roberts, 2021).
One thing is for sure, outdoor adventure education is a good avenue for the young, especially school youth, to
become more informed and responsible human beings in this world. People must work together to make
everyone more ecologically literate, develop a well-rounded attitude, and advocate a change in habits to
promote nature-based sustainability. This should be supported with a wide range of dynamic and life skills for
all ages that can help promote environmental, social, cultural, and political changes for a brighter future.
This presents a significant opportunity for educators and students in the long run. Making changes in
environmental stewardship and sustainability will be simpler if there is enough knowledge that will prod people
to be more sensitive, and bold to encourage schools, government, private institutions, non-profits, and even
companies to unite and take prompt action to conserve mother earth.
V. The Benefits of Participating in Outdoor Adventure Activities
Participating in outdoor adventure activities has numerous positive effects. Below are some among the others:
1. Outdoor adventure activities promote learning by doing. Active learning and outdoor adventures can
happen in a variety of places, both close to home and further away. Outdoor education, training, and recreation
give both kids and adults a wide range of things to do, such as doing adventurous things on land and water and
doing things that help the environment. Methods include learning skills, solving problems, building teams, going
on trips, and personally doing activities. Living away from home is a highly valued method.
2. Challenges in the outdoors develop mental, physical, spiritual, social, and moral growth. Experiencing
outdoors is a big part of physical and environmental education, and it also improves many other parts of the
curriculum. It helps people learn about themselves and the world around them, and it gives them skills for life
and the workplace. People are taught to have things like a sense of responsibility and a goal in life. Participating
in outdoor activities can also give a lot of enjoyment and satisfaction on its own.

3. It builds young people's self-confidence and self-worth. Outdoor activities give people other, often non-
competitive ways to reach their goals and help them become more independent and self-reliant. Young people
gain a lot of confidence when they successfully face the challenges that outdoor activities offer and get over
their fears and worries along the way. This has effects on all parts of their development.
4. It reinforces a positive attitude toward learning. Participating in fun and exciting outdoor activities with
teachers, youth workers, and other students reinforces a positive attitude toward school and adds a lot to the
overall culture of a school or youth group. Many parts of the curriculum benefit from direct experience outside,
and using the outdoors helps young people take more responsibility for their own learning.
5. It helps keep good personal and social skills at work and at home. Through carefully planned group work in
tough situations, spending time in the outdoors is a great way to improve your personal and social skills.
Antisocial behavior is discouraged, and trust, care, tolerance, and the willingness to give and take help are all
praised. There are chances to show and learn how to behave well with other people and to work effectively and
cooperatively in teams.
6. It contributes to living a happy life. Outdoor recreation introduces young people to a wide range of fun
activities that will enrich their lives in the future. It also helps them learn the skills and knowledge they need to
participate safely. Outdoor activities are great for your health and fitness, and if you keep doing them, you'll be
more likely to live a healthy lifestyle through middle age and beyond.
7. Develop environmental awareness and responsibility. Active learning and outdoor adventures help young
people learn about the environment in a way that helps them understand, appreciate, be amazed by, and
respect it. It makes people more aware of the environment and helps young people see themselves in a global
context. It also makes people more aware of the need to use the world's natural resources in a sustainable way.
8. Enhance life skills and responsibility as a good member of a community. Challenges in the outdoors help
people build communication, problem-solving, and decision-making skills that are useful in a wide range of jobs.
They promote a "can-do" and "opting-in" attitude. The horizons of young people are widened; they learn to
enjoy new challenges instead of avoiding them; and their perseverance and determination are strengthened.
When people work together on a project, they learn values and attitudes that help them be good citizens.
VI. Outdoor and Adventure Education in the Philippine Curriculum
In the current Philippine school curriculum, outdoor recreational activities are included in the program in Grade-
9 (Junior High School) and Grade 12 as part of Health-Optimizing PE (H.O.P.E.) 4 subject for Senior High School.
Suggested activities are aquatics and mountaineering and alike such as hiking, trekking, camping, and
orienteering. In the tertiary level outdoor and adventure activities are being offered as an option in Physical
Activities Towards Health and Fitness 3 & 4 (PATHFit 3 & 4). It is a 2-hour activity per week that aims to provide
students the venue to learn and enjoy outdoors, and emphasizes on outdoor activity skills, safety, positive group
dynamics, and environmental awareness
However, there were some problems with how the activities were carried out, such as teachers not being able
to use outdoor facilities, problems with the technological support, the lack of professional development
programs, and problems with risk management and safety
(Camarador & Camarador, 2022). With all of these challenges, risks, and the new methods of teaching and
learning in the new normal, outdoor and adventure activities are yet to reach its full potential. Even though
there are problems, they try to teach the subject in a positive way. On the other hand, to get the most out of
outdoor learning, classrooms shouldn't just be moved outside. Instead, teachers need to know how to facilitate
outdoor and adventure learning. Thus, investing in personal and professional experiences is very vital. Both
instructors and learners have to start engaging in the outdoors and learn through experiences. This the bigger
challenge that they need to overcome.
VII. Different Outdoor and Adventure Activities
Men, women, and kids of all ages love engaging in outdoor activities. The practice of exercising outside allows
you to spend time in the fresh air and appreciate your surroundings. The outdoors offers a variety of activities
to keep you wanting to go outside again and again, in addition to breathing clean air and taking in nature's many
wonders. Outdoor leisure has a wealth of advantages that will keep individuals and families physically and
psychologically well.

TRIVIA: According to techtimes.com, there are five popular outdoor activities for adventure seekers in the
Philippines. Hiking is the most popular activity, followed by rock climbing, mountain biking, canyoneering, and
rappelling. These top 5 outdoor and adventure activities are perfect for anyone who wants a taste of Philippine
adventure.