By Jim Langley
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Extra resources for Bicycling's illustrated maintenance manual
In this way, activities can be really tailored to what the participants not only want but need. Chris Pierce, Head of Outdoor and Adventure Education at Oxfordshire’s Woodlands Outdoor Education Centre, Glasbury, South Wales 38 Matt Berry INTENDED OUTCOMES IN ADVENTURE EDUCATION A common suggestion aimed at increasing the effectiveness of an adventure programme is to set clear outcomes in the planning stage. Effectiveness can be enhanced if these intended outcomes are shared and agreed between participants and the facilitator.
Research interest in group dynamics tends to be dominated by the business world rather than adventure education, probably due to the financial rewards for success, but findings tend to support the idea of an optimum group size. However, this will vary and will be dependent upon the nature of the task. The best way to think of optimum group size is to consider opportunities for participation. More learning is likely to occur if we plan activities that allow opportunities for everyone always to be engaged.
Sex-role stereotyping, for example, would be influential here, and it would be counterproductive to plan purely on the basis of gender. Educationally, it would be more useful to plan activities and interventions for mixed groups that challenge sexual stereotyping rather than reinforce it. It is important to consider group composition in light of numbers of males and females. Maintaining a gender balance often offers more opportunities for facilitators to question and challenge attitudes and behaviours that are counter-productive.
Bicycling's illustrated maintenance manual by Jim Langley