Principles and Practices in Outdoor Adventure adventure Assignment Brief
| Qualification | NCFE Level 3 Sport and Physical Activity Qualifications |
| Unit Reference Code | R/508/4585 |
| Unit Name | Principles and practices in outdoor adventure |
Assignment Summary
In this unit, learners will examine the key factors which have led to the development of outdoor adventure and identify the possible benefits, both general and for personal development, provided by participation. Learners will research a range of outdoor adventure activities and will describe key concepts of good practice to be used.
Learning Outcome 1
The learner will:
understand key factors in the development of outdoor adventure
The learner must:
- know the influence of different factors on the development of outdoor adventure
Grading descriptors:
Pass: Uses information from a specialist source to communicate in own words the influence a range of factors has on the development of outdoor adventure.
Merit: Uses information found in different formats from at least 2 specialist sources to communicate, mostly accurately, in own words the influence a range of factors has on the development of outdoor adventure.
Distinction: No Distinction for this learning outcome.
Delivery and Assessment:
Learners must describe the influence of a range of different factors on the development of outdoor adventure, for example:
- social
- exploration and expeditions motivated by political or economic reasons
- evolution of middle-class mass leisure phenomenon
- growth of outdoor adventure
- health and safety legislation
- accessibility to activities
- demand for greater choice within society
- expansion of facilities and equipment
- need to counter issues (obesity, social inclusion, community cohesion)
- fashion/trends.
Learners must describe how developments within the outdoor industry, have been, or could be influenced by individuals such as:
Baden Powell Kurt Hahn modern explorers such as Bear Grylls and Ray Mears
and organisations or movements such as:
The Scout Association The Guide Association Outward Bound Duke of Edinburgh’s Award scheme Local Education Authority provision.
Types of evidence:
Evidence could include:
- professional discussion
- case studies
- media reports
- report
- presentation.
Learning Outcome 2
The learner will:
understand the benefits of participation in outdoor adventure
The learner must:
- explain the possible benefits of participation in outdoor adventure
Grading descriptors:
Pass: Uses information from a specialist source and communicates it in own words.
Merit: Uses information found in different formats from at least 2 specialist sources and communicates it, mostly accurately, in own words.
Distinction: Uses information appropriately taken from a wide range of specialist sources in different formats, and accurately communicates it in own words.
Delivery and Assessment:
Learners must describe 4 general benefits of participation in outdoor adventure, for example:
- experiential learning
- trust building
- risk taking
- group development
- team building
- the wilderness experience
- problem solving
- the novel outdoor or social environment
- skills learning
- empowerment
- environmental awareness.
Learners must describe a range of personal benefits from participating, for example:
- personal development (mental, physical, emotional)
- develop personal decision-making skills
- developing relationships with peers, other social classes, and age groups
- self-confidence
- enhance self-esteem through personal achievement
- promoting self-expression
- develop team-working skills through different activities
- understanding others
- recognising achievement
- constructive use of leisure time
- personal experience of the outdoors.
Types of evidence:
Evidence could include:
- case studies
- brochure or leaflet
- poster
- web pages
- report
- presentation.
Learning Outcome 3
The learner will:
understand activities delivered in outdoor adventure
The learner must:
- know about the delivery of a range of different activities in outdoor adventure
Grading descriptors:
Pass: Uses information from a specialist source and communicates in own words the delivery methods for a range of outdoor activities.
Merit: Uses information found in different formats from at least 2 specialist sources and mostly accurately communicates in own words the delivery methods for a range of outdoor activities.
Distinction: Uses information appropriately taken from a wide range of specialist sources, in different formats, and accurately communicates in own words the delivery methods for a range of outdoor activities.
Delivery and Assessment:
Learners must describe the delivery of a range of different activities in outdoor adventure, for example:
- problem-solving activities
- camping
- nature activities
- rope-course activities
- sailing
- climbing
- mountain walking
- caving
- canoeing
- windsurfing.
Learners must describe different delivery considerations for the outdoor adventure activities, for example:
- health and safety
- group numbers/experience/abilities
- contingencies
- leader qualifications.
Learners could describe activity specific requirements, for example:
- health and safety – checking ropes and knots
- group abilities – suitable climbs
- contingencies – wet weather traversing
- leader qualifications – experience in relation to climb chosen.
Types of evidence:
Evidence could include:
- brochure
- leaflet
- web pages
- case studies
- professional discussion
- report
- presentation.
Learning Outcome 4
The learner will:
recognise good practice in delivering outdoor adventure
The learner must:
- describe different key concepts of good practice in outdoor adventure
- explain the reasons why good practice is important in outdoor adventure
- describe the methods used to promote good practice in outdoor adventure
Grading descriptors:
Pass: Uses information from a specialist source and communicates it in own words.
Merit: Uses information found in different formats from at least 2 specialist sources and communicates it, mostly accurately in own words.
Distinction: Uses information appropriately taken from a wide range of specialist sources, in different formats, and accurately communicates it in own words.
Delivery and Assessment:
Learners must describe a range of different key concepts of good practice in outdoor adventure, which could include:
- caring leadership
- appropriate leadership
- challenge by choice
- inclusion
- equal opportunities
- management of risk (psychological, physical)
- environmental awareness
- appropriate activities for accessibility.
Learners must also describe different reasons why good practice is important in outdoor adventure for example:
- safe working environment
- free from unnecessary hazards and risks
- caring environment in which clients learn and develop
- good customer care, to ensure returning customers
- good marketing tool
Learners must describe different methods used to promote good practice in outdoor adventure for example:
quality assurance procedures from internal and external organisations health and safety protocols staff development and CPD relating to NGB coaching programmes effective operating procedures professional conduct emergency procedures
Types of evidence:
Evidence could include:
- case studies
- web pages
- leaflet or brochure
- report
- presentation.
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