The comfort zone: Reflection on a taken-for-granted model

Reference to the comfort zone model is widespread within outdoor adventure education. It is based on the belief that when placed in a stressful situation people will respond by overcoming their hesitancy and grow. This model is often presented to students prior to activities with a perceived sense of risk and challenge which arouses strong emotional and physical responses to novel tasks (e.g., a ropes course). Students are encouraged to ‘stretch themselves’, to move outside their comfort zone and expand their preconceived limits and by inference learn. This article briefly explores the theories that underpin the comfort zone model and suggests that it is time to rethink how it is used

Editor's note

The papers in this issue of the journal, fortuitously rather than intentionally, focus attention on two themes pertinent to outdoor education researchers and practitioners. The authors address issues concerned with outdoor education in the school context and the role it might play in educating for sustainability

“Let's go round the circle:” How verbal facilitation can function as a means of direct instruction

In this chapter, the term facilitation refers to the act of conducting a verbal discussion prior to, or after an activity, with the aim of encouraging students to reflect on what will, or has been, learned from experiences. An overview of the role of the leader/facilitator, as advocated in some widely available adventure education texts, is discussed. This is followed by an outline of the methodological approach that guided the research project. The analysis section highlights how the leader was observed directing and orchestrating the direction of talk through the "common sense" and everyday ways of conducting verbal facilitation sessions. The primary focus of analysis is on the structure of the interaction in these sessions (i.e., a leader-initiated topic for discussion, a student reply, and leader evaluation of this response). Short excerpts of data are used to support and illustrate the claims that are made in regard to the nature of the interaction that is observed in these settings

Comfort zone: Model or metaphor?

The comfort zone model is widespread within adventure education literature. It is based on the belief that when placed in a stressful situation people will respond by overcoming their fear and therefore grow as individuals. This model is often presented to participants prior to activities with a highly perceived sense of risk and challenge which arouses strong emotional and physical responses to novel tasks (e.g., ropes courses or rock climbing activities). Students are encouraged to think about ‘stretching themselves’ by moving outside their comfort zone, to expand their preconceived limits and by inference learn (and become better people). This paper explores theories from cognitive and social psychology, based on the work of Piaget and Festinger respectively, that underpin the comfort zone model. The perpetuation of this model which uses risk to promote situations of disequilibrium/dissonance does not find strong support in educational literature. It is therefore suggested that the comfort zone model be reframed as a metaphor, for possible discussion post activity, rather than being used as a model to underpin programming and pedagogy in adventure education settings

Reconceptualising outdoor adventure education: Activity in search of an appropriate theory.

Experiential approaches to learning underpin teaching and learning strategies in outdoor adventure education (OAE). Recent critiques of experiential learning have problematised the individualistic and overly cognitive focus of this approach which creates binaries between experience-reflection and the learner-situation. This paper summarises these critiques and investigates the possibilities made available by understanding OAE from a socio-cultural perspective. Consideration of OAE students as participants in a highly orchestrated community of practice places learning, and observable change, within a socio-cultural frame rather than as primarily a function of cognitive processes within the individual. This position takes seriously the claims made by practitioners of ‘seeing evidence of change’ and researchers who raise questions about the validity of ‘generalised claims’ by placing greater emphasis on the situated nature of learning and acting. Moving beyond conceptions of the learner as an autonomous ‘processor’ of experiences, who is capable of generating context free knowledge, has implications for existing OAE theory and practice

Outdoor education: Opportunities provided by a place based approach

This paper calls for educators to consider the role that ‘place’ has in outdoor education experiences. It is suggested that greater emphasis and acknowledgment be given to ‘place(s)’ and how they may help students make sense of both their personal and communal identity. The paper is interwoven with a narrative from the author’s experiences of working with Pākehā and Māori students on a course that consciously utilised a ‘place-based’ approach to teaching and learning. The paper challenges the conception that outdoor education requires ‘high-impact’ adventurous activities, instead suggesting that we seek to develop a modest pedagogy which acknowledges our relationships with place(s) as a way to understand who we are , how we connect to others and how we both give and take meanings from the places in which we live and learn. These issues have potential implications for educators and programme designers

Student perspectives of a place-responsive outdoor education programme

There is a growing recognition of the role that places have in influencing learning In outdoor education. Being aware of the importance of place encourages the development of outdoor programmes that respond to the uniqueness of the locality and the community. This article investigates student perspectives of a place-responsive outdoor education programme. The findings indicate that this approach is a viable form of outdoor education practice that has the potential to foster positive interpersonal relationships and strengthen participants’ appreciation of and attachment to place(s). These findings contribute to a growing body of literature demonstrating that place-responsive outdoor education has the potential to enrich participants' understanding and enjoyment of places In addition to providing a challenging and enjoyable outdoor experience

Does anticipation help or hinder performance in a subsequent speech?

This study examined the effects of anticipatory processing on a subsequent speech in high and low socially anxious participants. Forty participants (n = 20 in each group) gave two speeches, one after no anticipatory processing and one after 10-minutes of anticipatory processing. In anticipatory processing, high socially anxious participants were more anxious, and experienced more negative and unhelpful self-images than low socially anxious participants did. However, both groups rated memories of past speeches as having a somewhat helpful effect on their speech preparation. High socially anxious participants tended to use the observer perspective more in the anticipated speech, while, in the unanticipated speech, they might have been switching between observer and field perspectives. Low socially anxious participants tended to use the field perspective in both speeches. High and low socially anxious participants reported better speech performances after the anticipated, compared to after the unanticipated speech. Results suggest that anticipatory processing may have both positive and negative effects on socially anxious individuals' cognitive processing and performance before and during a speech

Monitoring-Based Commissioning: Tracking the Evolution and Adoption of a Paradigm-Shifting Approach to Retro-Commissioning

Proceedings of the 2012 ACEEE Summer Study (Panel 4, Paper 1130). Monitoring-based commissioning (MBCx) emphasizes permanent energy performance metering and trending—for diagnosis of energy waste, for savings accounting, and to enable persistence of savings. Emphasis on monitoring represents a paradigm shift for the retro-commissioning (RCx) industry, which has traditionally relied upon test protocols and modeled savings estimates. Since 2004, a major monitoring-based commissioning program at twenty-five California university campuses has evolved to meet the changing needs of university and utility partners. More recently the monitoring-based approach has been adopted by third-party programs in California. We present information on the progression of program design and results for the multiple phases of the original program, along with a look at third-party and other programs adopting similar program features