Course title in Estonian
Seiklustegevuste teooria ja metoodika
Course title in English
Theory and Methodology of Adventure Activities
approximate amount of contact lessons
lecturer of 2020/2021 Autumn semester
õppejõud on määramata
lecturer of 2020/2021 Spring semester
lecturer not assigned
To create opportunities of development of theoretical and practical knowledge and skills about adventure activities with purpose to organize meaningful active leisure. To support knowledge about market potential and the ability to analyze the conditions related to
purposeful adventure applications. To create preconditions to be able offer adventure activities with thorough planning and to develop ability to analyze adventure experience
Brief description of the course
Defining the outdoor recreation sector areas of application of adventure activities, relations with supporting areas of application.
Distinctive features characteristic to adventure, formation and elements of adventure experience. Types of adventure programmes in relation to other fields. Historical perspectives of adventure programming (individual reading). Theoretical framework effecting adventure experience and means to analyze it. Managing adventure progamme – choices, planning execution, evaluation.
Areas of application in Estonia – individual work to analyze the market potential and opportunities.
Practicums – participating adventure activities
Seminars – reflecting the experiences from practicum based on theoretical knowledge and methods from study materials.
Students have to complete individual work on subject: „Analyses of adventure activities in Estonia“ (list of activities is presented and in seminar every student will make a choice). The guidelines are uploaded in ÕIS.
Learning outcomes in the course
On successful completion of the course, the student will be able to:
• point out the relations between adventure activities, recreation management and other fields of studies
• gain basic knowledge on essence of adventure experience and specific characteristics
• apply theoretical principles in order to choose appropriate adventure activities to specific target groups and to plan appropriate program with needed adjustments;
• identify the reasons for thorough preparations and the parts of process management
• reflect upon adventure experience and value the necessity in the learning process
Exam. Evaluation methods thorughout the course: final test (combined method, choices, structered open questions, diagrams etc), participation in practicums and seminars, participation in group works, handing in individual work on time and presenting it in seminar
The course is a prerequisite
Miles, J.C., Priest, S. (1999) Adventure Programming. State College: Venture Publishing Inc.
Prouty, D., Panicucci, J., Collinson, R.(2007) Adventure Education: Theory and Applications. Project Adventure/Human Kinetics
Gilbertson, K. Bates, T.; McLaughlin, T.; Ewert, A. (2006) Outdoor education: methods and strategies. Human Kinetics.
Plummer, R. (2009) Outdoor Recreation: an Introduction. NY, London: Routledge
Stremba, B., Bisson, C.B. (2009) Teaching Adventure Education Theory: Best Practices. Human Kinetics.
Martin, A., Franc, D., Zounkova, D. (2007) Outdoor and experiential learning: an holistic and creative approach to programme design. Gower.
Bunting, C.J.(2006) Interdisciplinary Teaching Through Outdoor Education. Human Kinetics.
Wagstaff, M., Attarian, A.(2009)Technical Skills for Adventure Programming: A Curriculum Guide. Human Kinetics