Safety and competence in adventure (knowledge and skills) | Diploma in Outdoor and Physical Education Studies
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Safety and competence in adventure (knowledge and skills) Where safety fits into adventure The Safety and Competence Activity Where safety fits in Personal competence Safety and competence in adventure: individual ladder of needsModules
Meaning of adventure Characteristics of adventure Motivation for adventure Examples of adventure Access to adventure Safety in adventure Timing and location Different types of adventure Impact on the environment The media Grading and guidebooks Adventure as a commodity Equipment Ways of viewing the environment Conservation Recreation and land management Case Study - The Australian Aborigines Basic muscle physiology Muscle groups Information on the heart Energy systems Converting food to energy The principles of training Training principles Training methods Maximal oxygen uptake Acute responses Chronic training responses Fatigue and recovery The core components of fitness Assessment of fitness The role of the coach Coaching styles Coaching techniques Legal ergogenic aids Illegal ergogenic aids Sports psychology Limits to performance Sporting injuries Different groups within society Influences on physical education Intrinsic/extrinsic influences on fitness Socio-cultural considerations Motivational factors Participation rates Fact or fiction activity Assessment
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XSIQ * Outdoor Education - Safety and competence in adventure (knowledge and skills) Safety and competence in adventure (knowledge and skills) Dealing in real dangers should be reserved for participants who have a clear understanding about risk. "Why do they whisper; why are they so afraid? (said of the Paheka, White people)" Witi Ihimaera, Maori writer Since adventures are defined as experiences with uncertain outcomes, people involved in outdoor adventure frequently meet situations that require a high level of competence in safety techniques. As outlined earlier, how safe an activity is, and appears to be, affects the whole adventure experience. For example, think of when you first climbed or rode a bike, the more competent your instructor the safer and more confident you felt. Likewise safety and technical skills have a large affect on the adventure experience. Instructors endeavour to deal with perceived risks. This allows the participants to experience concern, fear and challenge while keeping the real dangers at the lowest possible levels for the chosen activities or environment. Dealing in real dangers should be reserved for participants who have a clear understanding about risk, are astute at perceiving their own level of competence, and have been appropriately trained in safety and judgement. Previous | NextView Comments and Reviews >>