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THEGRADUATEFACULTY
UNIVERSITYOFWISCONSIN-LACROSSE
INPARTIALFULFILLMENT
OFTHEREQUIREMENTSFORTHE
MASTEROFSCIENCEDEGREE
BY
JEREMYD.NOVAK
AUGUST1999
COLLEGEOFHEALTH,PHYSICALEDUCATION,AND
RECREATION
UNIVERSITYOFWISCONSIN-LACROSSE
THESISFINALORALDEFENSEFORM
Candidate:
JeremvDeanNovak
Werecommendacceptanceofthisthesisinpartialfulfillmentofthis
candidate'
s
requirementsforthedegree:
MasterofScienceinExerciseandSportScience-Physical
EducationTeaching
Thecandidatehassuccessfullycompletedthethesisfinaloral
defense.
~W/
Date
ThisthesisisapprovedbytheCollegeofHealth,Physical
Education,and
Recreatin.
AssociateDeanCollegeofHealth,
PhysicalEducation,andRecreation
DeanofGraduateUStudies
I
ACKNOWLEDGEMENTS
Thisthesiswouldnothavebeenpossiblewithoutthehelpofmanypeople.
Iwouldliketothankthefollowingindividualsfortheirassistancethroughoutthis
endeavor.
Mycommitteemembers:
Dr.JeffSteffen,Dr.RayMartinez.andDr.Greg
Walsko.Yoursupport,suggestions,patience,andhelpfulnessweregreatly
appreciated.Dr.JeffSteffen,thankyouforyourassistanceincollectingdata.
keepingmemotivated,andyourpositiveattitudeandenergy.Dr.RayMartinez,
thankyouforthemanyconversationsandsupportthroughouttheproject.Dr.
GregWalsko,thankyouforyourcriticaleye,suggestions,andideasontext
formatting.
ThankyoutotheHPERITLabstafffortheexpertiseandassistancethey
provided.
Toallofthosewhotooktimetoreadthroughthemanuscriptandgiveme
suggestions-thankyou.Iwouldalsoliketothanktheothergraduatestudents
whoenduredalongsideofmeandkepttheatmospherealighthearted.enjoyable,
andmemorableone.
III
TABLEOFCONTENTS
PAGE
ACKNOWLEDGEMENTS................................................ii
LISTOFTABLES.......................................................................v
LISTOFAPPENDICES.............................................................vi
INTRODUCTION....................................................................1
METHODSANDPROCEDURES...................................3
RESULTS.............................................................................5
DISCUSSION.......................................................................13
REFERENCES................................................................17
APPENDICES..........................................................................18
iv
LISTOFTABLES
TABLE
1.TrainingFocus..................................
2.StatisticsofTotalProgramTrainingHours........................
3.Statisticsof29Competencies..........................
4.RankingofActivityInstruction..................................
v
3
.........5
8
10
LISTOFAPPENDICES
APPENDIX
A.Questionnaire:
TrainingProtocolsofChallengeCourseInstructors....18
B.SurveyResultsResponseSheet....................21
C.Follow-upLetter...............................................23
D.ReviewofRelatedLiterature........................................25
VI
INTRODUCTION
Forthepasttwodecades,practitionersofadventurebasedprogramming
havedebatedissuesofstandards,certification,andaccreditation（ACCT,1998）.
TheAssociationofExperientialEducationhaspioneeredtheprocessof
establishingstandardsforadventureprogrammingsinceitsinceptionin1977
Morerecently,theAssociationforChallengeCourseTechnology（ACCT）has
broughtpeoplewhoworkexclusivelyonchallengecoursestogetherinan
attempttodefinespecificstandardsforbuilding,operating,andfacilitating
challengecourses.Thetwoaforementionedprofessionalorganizationshave
greatlycontributedtothedevelopmentofadventureprogrammingstandards
whichareconstantlystrivingtomakechallengecourseprogrammingsafe
Throughouttheprocessofdevelopingstandards,ithasbeenverbalized
thatattemptsshouldbemadetodeterminewhattrainersofchallengecourse
facilitatorswereteaching,aswellastheamountoftimeittakestoteach
challengecoursefacilitatorcompetencies.Theseattemptswouldbeonemore
steptoinsurethatqualifiedandcompetentfacilitatorsarerunningprograms.thus
helpingtoassurethesafetyandgoalsofvariousgroupsarebeingmetThenext
logicalstepseemstobetoestablishunifiedstandardsandtrainingprotocolsof
challengecoursefacilitators.
CertificationandaccreditationarecontroversialissuesCertificationrefers
toaprocessthatguaranteescertainminimumstandardshavebeenmetor
exceededbyacandidateasevaluatedbyacertifyingagency.Accreditationisa
recognitionthataprogramorinstitutionhasmetcertainpredeterminedstandards
1
2
ofoperation（Priest&
Gass,1997）.Intheindustryof
adventureprogramming,
thenotionofaccreditationislookeduponwith
morefavorthancertification.
Sinceaccreditationfocusesmoreonanorganization
asawholemost
professionalsinthefieldconsideritmoreencompassing,
relativetoprogram
quality,thancertification.PriestandGass（1997）
statedthat"
adventure
leadershipisnotacaseofcertification,but
anongoingprocessofpreparation
thattakesplaceoveralongperiodoftime
andisneverfullycompletedforthe
personwhoaspirestobesafe"
（p.35）.Inorder
toprovidequalityandsafe
programs,certainminimumstandards
mustbemetbythosewhobuild,operate.
andfacilitateonchallengecourses.Perhaps
onewaytobeginthisprocessisto
invesitgatechallengecoursefacilitator
trainingprograms.
Thepurposeofthisstudywastoanalyze
trainingprotocolsofchallenge
courseinstructorsregardingthetotal
timeittakestoteachabasiccoursein
challengecoursefacilitationandthe
timeallotmentsof29predefinedchallenge
coursefacilitatorcompetencies（ACCT,1998）.
Theresearcherdesiredtodiscern
thelengthoftimetrainersinthechallenge
courseindustryarerunninginitial
preparatoryprograms（excludingadditional
shadowhours）whichimpart
knowledgeandbasicskillstopeople
sothattheycanbegintheprocess
of
becomingsafe,competent,and
qualitychallengecoursefacilitators.
METHODSANDPROCEDURES
SurveyrespondentsweremembersoftheAssociationforChallenge
CourseTechnology（ACCT）.Respondentsvoluntarilycompletedaquestionnaire
iftheyconsideredthemselvestrainersofchallengecoursefacilitators.Atotalof
90questionnairesweredistributedand45completedsurveyswerereturnedto
theresearcher.Duetoattritiononly29ofthe45returnedsurveyswereused.
whichyieldedareturnrateofnearly30%.
Fiftythreepercentofsurveyrespondentsindicatedtrainingsolelyon
outdoorcourses,and47%reportedtrainingonbothoutdoorandindoor
courses
RespondentsweresurveyedonthefocusoftheirtrainingThechoiceswere:
educational,recreational,therapeutic,corporate,oranycombinationofthefour
Severalrespondentsindicatedhavingmorethanonefocusintheirtraining
program.Twenty-eightof29respondentsindicatedaneducationalfocus,16
a
corporatefocus,20arecreationalfocus,and11atherapeuticfocus.
Table1
presentsthetrainingfocusoftheprogramssurveyed.
Table1.TrainingFocus
CategoryYes
（%）No（%）
Educational28（966）
1（3.40）
Corporate16（51.7）
13（48.3）
Recreational20（58.8）
9（414）
Therapeutic11
（34.5）18（655）
4
Aquestionnaire（seeAppendixA）wasdevelopedaccordingto
the
challengecoursefacilitatorcompetenciesestablishedbytheACCT（1998）.
The
questionnaireconsistedof29itemsthataskedifaspecific
competencywas
taught,followedbyaspacefortherespondenttorecordtheaverage
hours
allottedtoteachthecompetency.Theamountoftotaltraining
hoursina
programwasalsorecordedtoensurethattherewasnotadiscrepancy
inthe
respondents'
answers.
Thesurveyinstrumentwasvalidatedbyfiveexpertsinthefield
challengecourseadministration,construction,andfacilitation
Builders,
directors,andtrainerswereaskedtocommentontheformat,content.
andclarity
ofthequestionnaireitemsalongwiththeoverallsurvey.
Thesesuggestions
wereincorporatedintothedesignofthesurvey
Theresearcherattendedthe9thAnnualAssociationforChallenge
Course
Technology（ACCT）Internationa
升级会员 