Adventure Education is a form of experiential learning typically associated with activities involving risk, from cooperative games such as raft building to high adventure activities such as rock climbing. Adventure Education: An Introduction provides a comprehensive introduction to the planning, delivery and evaluation of Adventure Education, with a strong emphasis on professional practice and delivery.

Written by a team of leading Adventure Educators who can draw upon an extensive experience base, the book explores the most important strategies for teaching, learning and implementation in Adventure Education. The book is fully illustrated throughout with real-world case studies and research surveying the key contemporary issues facing Adventure Education practitioners. This includes essentials for the adventure educator such as risk management and tailoring activities to meet specific learning needs as well as providing an insight into contemporary uses for adventure programmes. With outdoor and adventure activities being more popular than ever before, this book is essential reading for any student, teacher or practitioner looking to understand Adventure Education and develop their professional skills.

Coaching adventure sports is part of the core work of many adventure educators but has been largely neglected in the adventure studies literature. This is the first book to link contemporary sports coaching science with adventure sports practice. It examines the unique set of challenges faced by adventure sports coaches, such as the dynamic natural environment and the requirement to train athletes to levels of high performance outside of traditional structures of competition, and explores both key theory and best practice. The book covers key topics such as: Skill acquisition and skill development Models of learning and teaching Performance analysis Tactics and decision-making Training principles Mental skills techniques Goal setting and progression Risk management Each chapter contains applied examples from a range of adventure sports, including mountaineering, rock climbing, canoeing, kayaking, surfing, and winter sport, as well as practical coaching techniques and a guide to further reading. Written by a team of authors with wide experience of coaching, teaching, researching and high performance participation in adventure sports, this book is invaluable reading for any student or practitioner with an interest in adventure, outdoor education, sports coaching or lifestyle sport.

Adventure Education is a form of experiential learning typically associated with activities involving risk, from cooperative games such as raft building to high adventure activities such as rock climbing. Adventure Education: An Introduction provides a comprehensive introduction to the planning, delivery and evaluation of Adventure Education, with a strong emphasis on professional practice and delivery.

Written by a team of leading Adventure Educators who can draw upon an extensive experience base, the book explores the most important strategies for teaching, learning and implementation in Adventure Education. The book is fully illustrated throughout with real-world case studies and research surveying the key contemporary issues facing Adventure Education practitioners. This includes essentials for the adventure educator such as risk management and tailoring activities to meet specific learning needs as well as providing an insight into contemporary uses for adventure programmes. With outdoor and adventure activities being more popular than ever before, this book is essential reading for any student, teacher or practitioner looking to understand Adventure Education and develop their professional skills.

Coaching adventure sports is part of the core work of many adventure educators but has been largely neglected in the adventure studies literature. This is the first book to link contemporary sports coaching science with adventure sports practice. It examines the unique set of challenges faced by adventure sports coaches, such as the dynamic natural environment and the requirement to train athletes to levels of high performance outside of traditional structures of competition, and explores both key theory and best practice. The book covers key topics such as: Skill acquisition and skill development Models of learning and teaching Performance analysis Tactics and decision-making Training principles Mental skills techniques Goal setting and progression Risk management Each chapter contains applied examples from a range of adventure sports, including mountaineering, rock climbing, canoeing, kayaking, surfing, and winter sport, as well as practical coaching techniques and a guide to further reading. Written by a team of authors with wide experience of coaching, teaching, researching and high performance participation in adventure sports, this book is invaluable reading for any student or practitioner with an interest in adventure, outdoor education, sports coaching or lifestyle sport.

Our minds are circumscribed by our immediate reality, but we stop short at the thought of it. *** An attempt to find a positive orientation toward life which does not deny reality. *** The proud mind denies the existence of the stimulus in an argument, and so does not see or feel the force of the necessary response, creating the illusion that it is not the perceiver but the world that is twisted. *** Imagine the human task as a kind of game with clearly defined rules. The only legitimate reality is that which we verify with our senses. Consequently, reality is nothing more than surface and the relationships between surfaces. "Mind," "Depth," "Meaning," "Ideas," "Other Worlds," are unreal ... figments of an error-making organ, the brain. Now imagine an attempt to find a positive orientation toward life which does not deny this reality. ... Excerpts: Our minds are circumscribed by our immediate reality, but we stop short at the thought of it. ... * ... The proud mind denies the existence of the stimulus in an argument, and so does not see or feel the force of the necessary response, creating the illusion that it is not the perceiver but the world that is twisted. ... * ... Why formulate hypothetical solutions to hypothetical problems when there are real problems at hand? ... the first problem being our desire to flee from the necessary by burying our heads in the hypothetical.