FRI301 Friluftsliv, learning and skill development (10 ECTS) 

Course facts

Introduction

This course aims to provide students with a broad theoretical and practice-based platform with which they can facilitate their own learning and skill-development within friluftsliv. The course presents different theoretical approaches to skill-development and features a broad variety of learning contexts. Students are expected to explore different activities and to apply their knowledge in the field of practice. The course is considered a specialization and thus a continuation of the subjects taught during the first two years of study. It aims to foster individual skill-development within one or more areas of activity, through theory-informed planning and implementation. 

The course features a blend of lectures and workshops; outdoor practice in a variety of environments and landscapes; and independent activity and study. For class outings, students need to bring their own clothing and personal equipment in order to be safe and comfortable for extended periods of time outdoors. Information about what equipment and clothing to bring will be given at the start of the semester.

Learning outcomes

After completing the course, the student should be able to

• understand key theories and concepts central to movement learning
• describe different approaches to skill development used by professional coaches in activity-oriented outdoor activities
• employ appropriate theory to design and implement a personal skill plan
• demonstrate progression and skill-development throughout a personal skill acquisition plan
• critically evaluate their own performance in designing and implementing a skill development plan
• outline a practical understanding of how issues of equalities and diversity feature in skill-development discourses

Learning styles and activities

The course features a variety of teaching methods that range from instructor-led teaching to sessions that the students themselves plan, implement and evaluate. Part of the teaching will take place on outing, where students will gain experience with various approaches to skill acquisition and skill development. Some trips will be led by teachers and others will be undertaken by small groups of students. The course may include field work, day and overnight trips, collaborative learning, lectures and presentations.

Mandatory assignment

Full participation in scheduled outdoor activities is mandatory. To be considered to have completed the course, students must also attend and participate fully in at least 80% of lectures and other classroom sessions.

Active and constructive participation in day outings and multi-day trips is required.  This includes all preparatory, on-trip, and follow-up activity.  If a student is at risk of not fulfilling these criteria, they will be notified in writing by the course organizer. If the student’s performance does not improve markedly, they may fail the trip element of the course.  In special cases, where absence is due to extenuating circumstances, the course coordinator, in discussion with the student, will seek alternative ways of recapturing lost teaching/learning. 

All requirements must be approved before final assessment.

Assessment

Assessment is done through a portfolio comprising three assignments.

1. The first involves explaining the theoretical foundations of a personal development plan (PDP) for increasing one’s own skill in a specific outdoor activity.
2. The second assignment features a detailed outline of the schedule for training, practice, coaching, and receiving feedback. It also notes key literature used, highlights alterations to the original plan, and examines the degree to which the program is being implemented well.
3. The third assignment involves critically reflecting on the implementation of the PDP. It considers performance in relation to the intended learning outcomes and outlines ways in which learning from the PDP can be applied to circumstances beyond university courses.

The first assignment is a written assignment worth 30 %. Assignments two is a multimedia presentation, worth 30 %. The third assignment is a poster presentation, worth 40 %, and should be presented orally. Students will receive one final grade, ranging from A to F.

Core material

2 BOOKS:
Magill, R. & Anderson, D. (2020). Motor learning and control: Concepts and applications (12th ed.). McGraw-Hill.
* You can borrow the book from the Library, here: ORIA
** This book is also available electronic/online: Click here to download. (One user at a time)
*** NB! To open the electronic articles off campus, you need to use the following VPN connection: Click here to download.

Renshaw, I., Davids, K., Newcombe, D. & Roberts, W. (2019). The constraints-led approach: Principles for sports coaching and practice design. Routledge.
* You can borrow the book from the Library, here: ORIA
** This book is also available online: Click here to download.
*** NB! To open the electronic articles off campus, you need to use the following VPN connection: Click here to download.

1 FULL AUDIO-BOOK:
Global Well-Being. (2017, 4. mai). Jonathan Livingston Seagull By Richard Bach Timeless Spiritual Classic [Video]. YouTube. https://www.youtube.com/watch?v=ozcsD_3D8Ag
* This video is available here: Click here.

1 DIGITAL COMPNEDIUM - available through Canvas:
Beames, S. (2021). FRI301: Friluftsliv, learning and skill development: Fall 2021 [Digital Compendium]. 
* This PDF is avaliable through Canvas.

Table of contents (referencelist) after the 7th ed. of the APA-style:
Aristotle. (2000). Nicomachean ethics (Book II). (R. Crisp, Trans.). Cambridge University Press. 
* Pages 23-36.

Beames, S. & Brown, M. (2016). Adventurous learning: A pedagogy for a changing world. Routledge.
* Pages 1-9 and 99-110.

Boud, D., Keogh, R. & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh & D. Walker (Eds), Reflection: Turning experience into learning (pp. 18-40). Kogan Page. 

Button, C., Seifert, L., Chow, J. Y., Davids, K. & Araujo, D. (2020). Dynamics of skill acquisition: An ecological dynamics approach. Human Kinetics.
* Pages 1-23.

Dewey, J. (1938). Experience and education. Macmillan.
* Pages 33-50.

Ford, P. R. & Coughlan, E. K. (2020). Operationalising deliberate practice for performance improvement in sport. In N. J. Hodges & A. M.  Williams (Eds.), Skill acquisition in sport: Research, theory and practice (3rd ed.) (pp. 183-199). Routledge.

Schmidt, R. A. & Lee, T. D. (2014). Motor learning and performance: From principles to application (5th ed.). Human Kinetics.
* Pages 1-15 and 227-253.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University.
* Pages 79-91.

Whitehead, A. N. (1929). The aims of education and other essays. The Free Press.
* Pages 29-41.

3 ELECTRONIC JOURNAL ARTICLES :

* NB! To open the electronic articles off campus, you need to use the following VPN connection: Click here to download.

Brymer, E. & Renshaw, I. (2010). An introduction to the constraints-led approach to learning in outdoor education. Journal of Outdoor and Environmental Education, 14(2), 33-41.
* This article is available online: Click here to download.

Dreyfus, S. E. (2004). The Five-Stage Model of adult skill acquisition. Bulletin of Science Technology & Society, 24(3), 177-181. https://doi.org/10.1177/0270467604264992
* This article is available online: Click here to download.

Ericsson K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. 
* This article is available online: Click here to download.