‘All the places we were not supposed to go’:a case study of formative class and gender habitus in adventure climbing

This paper explores the origins of meaning in adventurous activities. Specifically, the paper reports on a study of 10 adventure climbers in the Scottish mountaineering community. The study explores how formative experiences have influenced engagement in adventure climbing. Work has been done on the phenomenology of adventure and how individuals interpret and find meaning in the activity—this paper goes a step further and asks where do these dispositions come from? Using Bourdieu’s ideas of field, habitus and forms of capital to frame these experiences in the wider social environment, early experiences are identified that, for the subjects of this study, provide a framework for their later adoption of the ‘adventure habitus’. Among these influences are mainstream education, adventure education in particular, as well as broader formative experiences relating to factors such as gender and class. In addition, the study suggests that accounts differ between males and females in terms of their attitudes and dispositions towards adventure. This may relate to their respective experiences as well as expanding opportunities for both males and females. However, while the ‘adventure field’ provides a context where women can develop transformative identities, these are nearly always subject to male validation

Conceptualizing the adventure-sports coach

As a comparatively recent development, the adventure-sports coach struggles for a clear and distinct identity. The generic term ‘instructor’ no longer characterizes the role and function of this subgroup of outdoor professionals. Indeed, although the fields of adventure/outdoor education and leadership are comparatively well researched, the arrival of this ‘new kid on the block’ appears to challenge both the adventure-sports old guard and traditional views of sports coaching. In an attempt to offer clarity and stimulate debate, this paper attempts to conceptualize the adventure-sports coach in the context of the existing roles in the field and current motivations for activity in the outdoors. We identify issues that are specific to the adventure-sports coach while also recognizing those skills and competencies shared with other professionals, both in the adventure sports profession and traditional sports coaching fields. Based on this review, we offer a conceptual model which may be used to focus debate, stimulate research and, at a possible later stage, to underpin accreditation, training and professional development

Brain Resilience: Shedding Light into the Black Box of Adventure Processes

Understanding of the active beneficial processes of adventure learning remains elusive. Resilience may provide one foundation for understanding the positive adaptation derived from Outdoor Adventure Education (OAE) and Adventure Therapy (AT) programming. From a neurological perspective, resilience may be explained by the brain’s innate capability to adapt its structure (growth of new cells) and function (re-wiring of existing cells) directly in response to environmental exposure. This paper explores the role of known brain responses to experiences analogous to adventure programming based on themes from a key literature review. The fundamental paradigm of ‘stress and recovery’ contends that a balance of neurobiological processes help realign psychosocial equilibrium in the short term and over time. Through progressive, repeated exposure to custom-built outdoor challenges, the concept of brain resilience may provide a scientific platform for understanding the mechanisms of achieving meaningful, authentic and healthy outcomes. It could also help to begin to illuminate a section of the black box of adventure processes

Academic Risk and Intellectual Adventure: Evidence from U.S. Honors Students at the University of Oxford

Many study abroad programs promise students self-knowledge through adventure. Those that involve intense study seem at first sight not to offer adventure nor to entail risky dislocation nor to offer new insights into self. However, evidence from study abroad students at the University of Oxford reveals that they describe intellectual endeavor as adventure, finding that their academic experiences pose risks, demand courage, and are the means through which they and their new surroundings accommodate one another. Oxford faculty encourage academic risk-taking by posing hard intellectual challenges, helping students find their own voice rather than summarizing the views of others, and having a grading system that emboldens students and rewards those who learn through their mistakes. Oxford faculty encourage students to take risks in their writing and dare to apply to good graduate schools but help them to submit carefully prepared applications to avoid unnecessary hazards. Home campus advisers can help honors students by recognizing those for whom study is adventure and by encouraging them to risk a rigorous intellectual study abroad program

The Impact of Community Based Adventure Therapy on Stress and Coping Skills in Adults.

Stress and coping skills are among the most essential components of the mental health counseling field. The use of coping skills (e.g., meditation, physical activities, appropriate uses of leisure) has been identified as an effective strategy for stress management. Adventure therapy has emerged as a modality that can positively augment other therapeutic approaches by improving coping skills and assisting clients in managing stress. As with all therapies, a positive working alliance has been found to be important toward achieving clinical outcomes. This study explored how adventure therapy enhanced learned coping strategies for stress and improved therapeutic alliance. Outcomes from this exploratory research highlighted the potential of adventure therapy to decrease stress, increase coping skills, and build therapeutic rapport with the therapist

The role of social and emotional competence on risk behaviors in adolescence

The purpose of this study was to investigate the relation between social and emotional competence and substance use in adolescence, including tobacco, alcohol and illicit drugs. The sample included 3,494 students, mean age 15 years old, in the 8th and 10th grades of the public school system from Portugal. Data were collected using the Health Behavior in School-aged Children (HBSC) survey. For the purpose of this study, the questionnaire included questions about social and emotional competence and risk behavior, specifically past 30-day tobacco use, drunkenness, and illicit drugs use. Results showed that adolescent social and emotional competence was negatively related to substance use. All social-emotional competence subscales were significantly associated with illicit drug use. In addition empathy, cooperation and communication, and goals and aspirations subscales, were significantly associated with tobacco use. Results demonstrate the potential importance of social and emotional competence in levels of substance use among Portuguese adolescents, and may be used to inform the development of Portuguese substance use prevention programspeer-reviewe

Long-Term Student Experiences in a Hybrid, Open-Ended and Problem Based Adventure Learning Program

In this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences on the design of sustainable and successful innovations. Our research indicates that the Adventure Learning experience over the two-year period was dynamic, participatory, engaging, collaborative, and social. Students eagerly became part of the experience both inside and outside of the classroom, and it quickly became apparent that they saw themselves as valued members of the unfolding storyline that mediated their learning. Our recommendations for future research and practice include a call to evaluate "authenticity," focus on the learner experience and narrative, and consider the interplay between pedagogy, technology, and design.Center for Learning and Memor

Decision making and risk management in adventure sports coaching

Adventure sport coaches practice in environments that are dynamic and high in risk, both perceived and actual. The inherent risks associated with these activities, individuals’ responses and the optimal exploitation of both combine to make the processes of risk management more complex and hazardous than the traditional sports where risk management is focused almost exclusively on minimization. Pivotal to this process is the adventure sports coaches’ ability to make effective judgments regarding levels of risk, potential benefits and possible consequences. The exact nature of this decision making process should form the basis of coaching practice and coach education in this complex and dynamic field. This positional paper examines decision making by the adventure sports coach in these complex, challenging environments and seeks to stimulate debate whilst offering a basis for future research into this topic