In many aspects of the outdoors and numerous other industries it is argued that risk is required in order for participants to grow both independently and in a team environment. Philosophers such as the writings of Mark Jones who when speaking at the Conference presentation on risk at Tawhitkuri New Zealand in 2002 refers to uncertainty providing us with risk and that risk being the key to growth.
It is sure to ascertain that if risk is required for growth then that risk should be controlled and measured such as examples of Marcus Bailie who is the Head of Inspection for the Adventure Activities Licensing Authority (AALA) refers to the method of his safety triangle which demonstrates the balance of controlled measures, hazards and benefits.
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Fig 1. The Safety Triangle by Marcus Bailie (AALA).
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Others such as (Mortlock, 1987) refer to unmeasured risk leading to the fourth stage in his 4 stages of adventure which is Mis-adventure. This mis-adventure develops physical and psychological damage to participants along with promoting feelings of dissatisfaction and self-rebuke. These feelings are very commonly associated with the participant of the activity losing control, due to being stretched too far. It is simply a case of too much too soon and can force fear and worry into participants, there is always the risk of occurring when Risk is used by Outdoor Educators and instructors in order to enhance growth.
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| Fig 2. Duke Of Edinburgh's Award Official Logo (Taken from the boys brigade website) |
Programme’s that operate in the outdoor industry such as that of the Duke Of Edinburgh’s Award Scheme which gives participants aged 14-25 the opportunity to venture out on expeditions across the country; in areas such as the hills of the Yorkshire Dales, the mountainous regions of the Lake and Peak Districts and the boggy terrain found on Dartmoor National Park all under staffed supervision. Under this programme participants are slowly introduced to risk in a controlled environment, this can be argued as giving participants the feel and perception of real risk in order to allow them to grow without actually posing a real danger in the event of any failures or mishaps.
Organisations such as the Cornell University which offers Outdoor Education, stress the importance of including risk within their values, seeing it as a vital in order for people to succeed and grow in a particular activity. The fear of that something could easily go wrong due to the presence of risk forces the students to me alert and almost worries them into taking precautions. These precautions lead to good, safe practice being developed in set individuals who are susceptible to the fear of the risk they are exposed to.
An example of where risk is certainly not necessary in the outdoors is field-trips n which if risk is incurred it could lead to incompetency in the work carried out and false findings being recorded. Having just returned today from a field-trip in the Ainsdale Sand Dunes at Formby in Merseyside where as part of a team I was collecting soil samples from the beach working inwards over the dunes towards more dense vegetation.Whilst carrying out the fieldwork my team and I were exposed to very little risk and despite this lack of risk we were still able to grow and stretch our knowledge. Although some of us were out of our said comfort zones, having only carried out minimal field studies prior to today's visit. Whilst out of this comfort zone we were constantly being stretched in our learning, not so much so that it led to us entering the Panic Zone or the stage of mis-adventure as Mortlock would put it.
An example of where risk is certainly not necessary in the outdoors is field-trips n which if risk is incurred it could lead to incompetency in the work carried out and false findings being recorded. Having just returned today from a field-trip in the Ainsdale Sand Dunes at Formby in Merseyside where as part of a team I was collecting soil samples from the beach working inwards over the dunes towards more dense vegetation.Whilst carrying out the fieldwork my team and I were exposed to very little risk and despite this lack of risk we were still able to grow and stretch our knowledge. Although some of us were out of our said comfort zones, having only carried out minimal field studies prior to today's visit. Whilst out of this comfort zone we were constantly being stretched in our learning, not so much so that it led to us entering the Panic Zone or the stage of mis-adventure as Mortlock would put it.
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| Fig. 3. A diagram depicting 'The Stretch Zone Theory' |
Forms of Risk
Real Risk: If you are climbing a mountain and you fall you could die.Apparent Risk: If you are climbing a mountain whilst attached to the instructor by a rope and you fall you could die but it is now unlikely.
Subjective Risk: If you are climbing a mountain and you stumble, you could fall, it is therefore subject to the individual and their stumble.
Objective Risk: If you are climbing a mountain with an instructor and lighting strikes or you are subject to an avalanche of falling rocks it is something which the instructor can prepare for but can't guard against. This type of risk is an outside risk meaning; it can't be prevented.
References
Mortlock, C. (1987) The adventure alternative. Milnethorpe, Cicerone.
Jones, M. (2002). Can we still ethically adventure in New Zealand? Paper presented to Risk 2002 Conference. SEHOPC, Tawhitikuri, New Zealand.
Fig. 1. Marcus Bailie's Safety Triangle taken from a presentation delivered by Marcus Bailie.
Fig. 2. The DofE Award Logo taken from http://www.boys-brigade.org.uk/dea%20new%20logo.jpg on the 11/11/14
Fig. 3. A diagram of 'The stretch zone theory' taken from http://plugintosource.files.wordpress.com/2012/01/action-zones12.png on the 11/11/14
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