Others should Participate in outdoor activities

The ‘Outdoors’ can be for everyone a different place, something to fear that increases anxiety, a playground full of fun and adventure increasing arousal or even an office. There is one argument that states more people in the outdoors will create more environmental issues such as litter and erosion. Personally I think everyone should have the opportunity to use the outdoors, yet respecting the balance of the environment they enter therefore education and understanding is important.  The positive outcomes of quality outdoor facilitation maybe difficult to assess in comparison to classroom based education yet the importance of outdoor education is often secondary to most other aspects of education.  This can be seen in recent events where local authorities are reducing provision and even closing facilities a complete U-turn once again on encouraging learning outside the classroom due to economic pressures.

Learning outside the classroom is a step but learning in natural environments when utilised correctly can enhance the teaching and learning.  Zuckerman (1994) suggested that we have a need to seek varied, novel and intense sensations.  During many front loading and goal setting sessions much of the feedback from groups and individuals supports this theory as they choose the activities that will provide these aspects they are looking for.  This can also be seen in the increased number of new and adrenalin fuelled activities and growth in sensation seeking activities offering the next best thing is this just ‘Adventure in a Bun’ as put forward by Loynes (1998).

Adventure education is more akin to experience, reflection and personal growth.  During the process understanding of skills and the physical environment can be a focus or goal for groups and individuals.  Outdoor facilitators are important to the shaping and development of the body, mind and character of individuals and groups whilst experiencing new and often adventure based activities within the safety boundaries.  Developing an understanding of risks, fun and achievement links back to Zukermans’ (1994) ideas of experiencing new emotions.  This can be traced back to Plato (427-347) who put forward the idea of young men learning virtue from taking part in risky business and is supported by Philosopher John Amos Comenius (1592-1670) who said “lead your child out to nature teach them on the hilltops and in the valleys, there they will listen better and the sense of freedom will give them strength to overcome difficulties.  It enables our imagination to be ignited and gives us chance to reflect upon what we have achieved”.