Module: Adventure Activities

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Adventure Activities
Module Code	SPO1025 (ITS: SS244)
Faculty	Health & Human Performance	School	Science & Health
NFQ level	8	Credit Rating	5

Description

This module is designed to prepare you to set up, teach, supervise, facilitate, and personally enjoy a variety of adventure and outdoor activities. This is a “hands-on” experience in which you will have the major responsibility for your own learning. It is essential in outdoor adventure settings to be able to work collaboratively. You will be given opportunities to demonstrate your ability to work in a team-oriented environment. We will focus on both the “science” of education and leadership as well as the practical considerations of teaching and leadership. The emphasis throughout is that you become skilled at determining risk, both physical and emotional of participants, and developing appropriate safety measures to deal with them while providing a fun environment that provides participants the opportunity to learn and grow.

Learning Outcomes

1. Demonstrate an understanding of the Outdoor and Adventure education philosophy (e.g. risk, challenge, problem-solving, cooperation, and trust).
2. Demonstrate skill at developing lessons that reflect outdoor adventure concepts based on the syllabi of Outdoor and Adventure Activities for post-primary education (JCPE & SCPE).
3. Gain experience, knowledge, understanding, and skills in a variety of outdoor adventure activities (i.e. orienteering, camping, hiking, and climbing) that can be implemented in a school setting.
4. Build a broad knowledge base of activities and the ability to improvise and adapt them to diverse populations. In doing this, you will also learn to utilize the proper resources (both local and distant) in order to effectively provide worthwhile activities
5. Demonstrate the following transferable skills: group work skills, problem solving, communication, leadership, and observational skills

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	12	No Description
Laboratory	36	No Description
Independent Study	77	No Description
Total Workload: 125

Section Breakdown
CRN	11583	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Bronagh McGrane	Module Teacher	Johann Issartel, Mika Manninen

Type	Description	% of total	Assessment Date
Assessment Breakdown
Presentation	Presentation.	30%	n/a
Assignment	Teaching assessment	40%	n/a
Assignment	Resource assignment	15%	n/a
Group project	Orienteering assignment	15%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

The philosophy underpinning Outdoor and Adventure Activities

An examination of a justification and rationale for teaching Outdoor and Adventure Activities.

Problem-solving activities and management.

Dealing with safety and risk issues.

Indicative Reading List

Books:

Bunting, C.J.: 2006, Interdisciplinary teaching through outdoor education., Human Kinetics,
Ewert, A.W. and Sibthorp, J.: 2014, Outdoor adventure education: Foundations, theory, and research., Human Kinetics.,
Lund, J. and Tannehill, D.: 2014, Standards-based physical education curriculum development., Jones & Bartlett Publishers.,
Harris, I.: 2000, The Development of the â€˜self conceptâ€™ of secondary school pupils through short-term residential outdoor education experiences, Horizons, Issue 2,
DES: 1989, Safety in Outdoor Education, HMSO,
Glover, D. and Midura, D.,: 1992, Team Building through Physical Challenge, Human Kinetic,
Glover, D. and Midura, D.: 1995, More Team Building Challenges, Human Kinetics,
McNeil, C., Cory-Wright, J. and Renfrew, T.: 1998, Teaching Orienteering, Human Kinetics,
Oglivie, K.: 1993, Teaching and Managing Groups in the Outdoors, HMSO,
McNeil, C. and Renfrew, T.: 1991, Orienteering, the skills of the games, Harveys,

Articles:

Keighley, P.: 1993, A Consideration Of The Appropriate Teaching, Learning And Assessment Strategies In The Outdoor Adventurous Activity Element Of Outdoor Education As It Relates To The Physical Education National Curric, The British Journal of Physical Education, Spring, 18, 518322
2009: Does team building work?, Small Group Research, 40(2), 181, 518323, 1
Complementing classroom learning through outdoor adventure education: Out-of-school-time experiences that make a difference.: Journal of Adventure Education and Outdoor Learning, 18, 518324, 1, Williams, A. and Wainwright, N.
Physical Education and Sport Pedagogy,: 21:6, 589, DOI: 10.1080/17408989.2015.1048212, 518325, 1, Wyant, J., & Baek, J. H., 2019
10(1): 3,

Other Resources

1: Tannehill, D. and Dillon, M., 2009, A handbook of ideas: Teaching adventure education., University of Limerick: Physical Education Association of Ireland.
415435: 1, PurplePen, Course setting software for orienteering,
http://purple-pen.org/: