also friendlier, more open interactions between males and females than at
school. Three teachers felt that some girls had demonstrated better
organisational / leadership skills at key moments than boys, often leading to
more successful outcomes. No other particular groups, such as ethnic
minorities, were seen as having experienced different impacts. Two teachers
mentioned that for cultural or religious reasons some students, particularly
girls, would not attend residential courses at all.
Physical and behavioural impacts
Two teachers felt that most of the students were physically fit, five that the
fitness varied across the group and two (one of whom was a Head of PE) that
they were not very fit. All students could access all the activities, although
teachers reported that some overweight students found the walking difficult
and a few struggled with climbing. Difficulties with walking may have been
partly due to lack of motivation as some of the same students performed very
well over the same distance during orienteering.
Teachers were generally pleased with the emphasis on developing key
physical skills. They cited surfing, canoeing and horse riding as very popular
activities and they felt that stamina, balance, swimming and upper body / arm
strength were all developed in specific sessions.
Teachers reported many examples of students surpassing their own
expectations of what they might be able to achieve during key activities. Many
of the water-based activities were a big challenge for some. Almost without
exception, students did achieve success and received an enormous boost to
their self-esteem.
Most teachers recognised that where there had been a combination of
academic / adventure activities, students appeared to have enjoyed the
adventure ones more. All teachers commented that students’ behaviour was
as good as, and often better than, at school. There were some minor
behaviour problems but most were dealt with quickly.
10
10
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