| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Adventure and Outdoor Recreation |
| Unit ID: | OEEDU2500 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (OEEDU2200) |
| ASCED: | 079999 |
| Other Change: | |
| Brief description of the Unit |
In this unit students critically engage in theories of outdoor and adventure recreation. They plan for, participate in and critically reflect upon a range of outdoor experiences whilst adopting and analysing various perspectives. Students analyse various outdoor environments and understand the influence of these places on outdoor experiences. They consider the relevant legislative and policy frameworks that govern outdoor and adventure activities and use these frameworks to create plans for safe and sustainable participation in outdoor activities. Students also consider the ramifications of outdoor experiences on personal and participant wellbeing and develop skills to support selves and others. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Outline a range of theorical models that enable participation in outdoor and adventure recreation and explain their use in shaping outdoor experiences. |
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| K2. | Analyse and adopt various perspectives and motivations for seeking adventure and outdoor recreation activities. |
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| K3. | Analyse the different types of environments used when undertaking outdoor experiences and the influences that environments have on outdoor experiences. |
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| K4. | Cite and interpret legislative and policy frameworks that enable safe and sustainable participation in outdoor experiences. |
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| K5. | Discuss ways to support wellbeing of participants during outdoor experiences. |
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| Skills: |
| S1. | Critically reflect on practical experience drawing on outdoor and adventure recreation theories. |
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| S2. | Adopt different perspectives during field work to understand motivations and perceptions of outdoor experiences in adventure and outdoor recreation. |
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| S3. | Devise and deploy strategies for safe and sustainable outdoor experiences based on legislative and policy frameworks. |
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| S4. | Recognise and respond to different types of environments and analyse the influence of environments on outdoor experiences. |
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| S5. | Recognise and respond to self and peer wellbeing during outdoor experiences. |
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| Application of knowledge and skills: |
| A1. | Demonstrate a range of practical outdoor skills that follow legislative and policy frameworks for safe and sustainable participation in a range of outdoor environments |
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| A2. | Apply the safe use, handling and storage of equipment to enable outdoor experiences. |
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| A3. | Critically reflect on a range of outdoor experiences from different perspectives in a range of outdoor environments. |
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| A4. | Articulate development of appropriate strategies to enable self and peer participation in a range of outdoor activities. |
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| Unit Content: |
Topics may include:
1. Theories of outdoor and adventure recreation including peak adventure, competency, risk, flow, etc.
2. Strategies for safe and sustainable participation in outdoor experiences including the use of various equipment.
3. Outdoor environments and their characteristics that enable various experiences.
4. Strategies for personal preparation, participation and reflection in a variety of outdoor experiences.
5. Personal and participant wellbeing in outdoor experiences. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, K4, S1, S4, A3 |
Students partake in a rapid assessment task that enables them to demonstrate their preparation for outdoor experiences using a thinking tool such as a concept map. |
Rapid Assessment |
10-30% |
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| 2. |
K1, K3, S4, A1, A3, A4 |
Students complete a professional logbook of outdoor activities. They analyse and reflect upon outdoor experiences using theoretical models. |
Logbook and reflection. |
30-50% |
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| 3. |
K1, K2, K3, K4, K5, S1, S3, S4, A1, A4 |
In a pair or small group, students develop the planning documentation for a led outdoor experience that they could undertake with a group of peers. |
Group/Pair Project |
30-50% |
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| 4. |
K1, K2, K3, K4, K5, S1, S2, S3, S4, S5, A1, A2, A3, A4 |
Active participation in 4-5 days of outdoor fieldwork. |
Participation |
S/N |
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