Outdoor and Adventurous Activities

Learning Outcome 1: Indicative Content 

Different providers: e.g. local provision, national provision, geographical differences, sites and centres, activities provided at different sites and centres, activities in the natural environment.

Organisation of different outdoor and adventurous activities: e.g. Governing body information, coaching pathway in activity with information about awards and cost/location of where running, local clubs, training opportunities, competitions, employment opportunities.

Assessment Criteria

• 1.1
  Identify different providers of outdoor and adventurous activities.
  
• 1.2
  Explain how different activities are organised and provided.

Learning Outcome 2: Indicative Content

Health and safety considerations for different activities: e.g. specific recommendations by the governing body, Adventurous Activities Licensing Authority, Health and Safety Executive, local providers such as schools and colleges.

Risks and hazards for outdoor and adventurous activities: to include what a ‘hazard’ and ‘risk’ are, types of hazard, i.e. mechanical, physical, chemical, environmental, biological, organisational, specific hazards within different outdoor activities and the associated risks.

Risk assessment for an outdoor and adventurous activity: i.e. hazards, people who may be affected, likelihood of occurrence, severity, risk rating, potential impact of hazards, measures to minimise/reduce risk.

Could use a local risk assessment template from an organisation or one used by a national organisation.

Assessment Criteria

• 2.1
  Describe the health and safety considerations associated with different outdoor and adventurous activities.
  
• 2.2
  Identify the potential risks and hazards for a specific outdoor or adventurous activity and ways to remove or reduce these.

Learning Outcome 3: Indicative Content

Environmental impact of OAA: e.g. erosion, disturbance of fauna and flora, pollution to include rubbish, chemical products and air pollution and construction of facilities.

Ways to keep to a minimum: e.g.

• reinforcing paths by laying gravel or having raised wooden walkways built over them will help to reduce erosion
• stick to marked paths and trails and pay close attention to signs and even return at another time in order to not disturb local flora and fauna
• use of alternative activities such as mountain biking instead or quad biking will help reduce noise and petrol fumes into the air, taking rubbish with you at end of the day to reduce harm to animals such as eating or getting tangled,
• fixing equipment and not allowing any dangerous liquids to drain into the ground or water to prevent poison to animals and plants
• constructing facilities but respecting the environment and carrying out surveys and collaborating with specialist organisations to carry out surveys in order to avoid disturbing plant and wildlife such as badger sets
• Visit to an organisation and talk from instructor/manager who will talk about an activity that has been used to minimise negative environmental impact, strategies used and how effective they were.

Assessment Criteria

• 3.1
  Outline the environmental impact of different outdoor and adventurous activities and ways to keep negative impact to a minimum.
  

Learning Outcome 4: Indicative Content 

Techniques and skills: e.g. physical skills appropriate for chosen AA activities (balance, agility, co-ordination, power, flexibility, speed, strength, cardiovascular endurance, muscular endurance), e.g. soft skills (teamwork, problem solving, leadership, communication, risk awareness, environmental awareness, negotiation, patience), e.g. skills and techniques appropriate to individual OAA activities.

Outdoor and adventurous activities: e.g. surfing, windsurfing, bodyboarding, skiing, snowboarding, sailing, kayaking, canoeing, orienteering, mountaineering, mountain biking, caving.

Recording evidence of performing activities: e.g. logbook, diary, video, observation record, pictures, witness statement.

Assessment Criteria

• 4.1
  Demonstrate appropriate skills and techniques for two different outdoor and adventurous activities.
  

Learning Outcome 5: Indicative Content 

Review of self and peer performance:

Feedback (e.g. from video, self, peers, observers, teachers), strengths and areas for development against coaching points as set out by national governing bodies, books, internet, instructors, use SMART (specific, measurable, achievable, realistic, time bound) targets, development opportunities such as coaching courses, clubs, OAA centres, lessons at school/college, impact of action plan on future participation

Assessment Criteria

• 5.1
  Outline strengths and areas for improvement in the performance of an individual, other than self, in outdoor and adventurous activities.
  
• 5.2
  Outline own strengths and areas for improvement in outdoor and adventurous activities.