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The call to create a "rugged society" in Singapore has resonated through the decades. Shaun Seah looks at how the policy shaped young people in the 1960s.

In the immediate post-independence years, Singapore faced a number of challenges: it was a small city-state with few natural resources, its access to the larger market of Malaysia was circumscribed because of political wrangling, and it had a limited ability to defend itself.

Singapore's future would lie in the hands of its young people and the political leadership of the time felt that this group needed to be better prepared for the challenges ahead. At a Queenstown Community Centre National Day celebration held on 10 August 1966, then Prime Minister Lee Kuan Yew noted:

"It is the young that will determine what happens to this society... It depends on the education we give them; the training they receive; the values that they are taught... whether you should have a soft society, fun-loving, pleasure-loving, weak, effete or whether you should have a rugged, robust, disciplined, effective society, a hard society, a tough, rugged society..."

Recalling his years in Raffles Institution, Lee decried his privileged colonial education as having reared a "whole generation of softies... weak from want of enough exercise, enough sunshine, and with not enough guts in them". He believed that the education system overemphasised examinations and paper qualifications. His government instead sought to produce "a whole generation... prepared to stand up and fight and die" for Singapore.

Lee felt that a "soft" society would not be up to the task of taking on the manifold challenges that newly independent Singapore would face. What was needed instead was a "tough, rugged society".

The need for a generation prepared to "fight and die" was literal, not just metaphorical. In March 1967, Parliament passed the landmark National Service (Amendment) Bill, which made it mandatory for all able male Singaporeans to serve in the Singapore Armed Forces (SAF) for two years.

With universal conscription, it was also necessary to ensure that those called up to do their National Service would be relatively prepared. A generation of recruits who were "weak from want of enough exercise," would not do well in uniform. It was certainly unlikely that such youths would be prepared to "stand up and fight and die" for Singapore.

The Rugged Society in School

To stress the importance of ECAs among students and their (presumably exam-conscious) parents, from 1967 onwards, ECA participation became integrated into national assessment metrics with the award of marks or grades. These would be taken into account for admission to pre-university classes, and applications for bursaries and Public Service Commission scholarships.

The rugged society did not stop at ECAs though. In 1967, a predecessor of today's National Physical Fitness Award (NAPFA) was introduced, requiring all students aged 10 and above to undergo a five-station physical test twice a year.

That same year, Singapore's branch of the global Outward Bound School (OBS) was opened on Pulau Ubin by then Minister for Defence Goh Keng Swee, specifically to build a rugged society. These initiatives all sought to forge ruggedness and solidarity among students through formative experiences beyond the classroom.

A Rugged Society Ready to Defend Itself

The urgency of a building a "rugged society" would only mount with time. On 17 July 1967, Britain announced the imminent withdrawal of British troops from Singapore by 1971. This would be a major economic blow to Singapore as the British military presence generated 20 percent of Singapore's Gross National Product. It was also estimated that around 25,000 base workers would lose their jobs by 1970. The rapid withdrawal of British forces threatened to bring Singapore into a recession.

The same day the withdrawal was announced, then Prime Minister Lee addressed the first batch of Officer Cadets commissioned from the SAF Training Institute (SAFTI) at the Istana. In his speech, Lee identified the qualities of "discipline, grit and stamina" in its citizen army as crucial to Singapore's national survival. Against the backdrop of mass conscription, Lee exhorted the freshly commissioned officers to train incoming young Singaporean men well so that "what we lack in numbers we will make up for in quality".

Drilling from Young

Lee was of the view that a rugged society would be reflected in a credible defence force - and this effort would need to begin in the schools, well before youths enlisted for military service.

Since a rugged society ultimately served the purpose of national defence, much of its rhetoric and initiatives were militaristic in tone. Drill and parades were very much part of the movement. In July 1967, four months after the National Service (Amendment) Bill was passed, the inaugural Singapore Youth Festival (SYF) was held. The festival saw 4,390 students participating in ceremonial military drills, athletic displays and cultural performances over two weeks. By 1970, this figure had risen to 9,000. At SYF 1968, Lee refused an umbrella and joined cadets and school children who were getting soaked in a tropical downpour.

However, there was no guarantee that marching under the sun (and rain) could attract the enthusiasm and participation of Singapore's youths. Indeed, as some recalled, all the "drill, left right left, the marching and everything else" simply seemed quite pointless.

Despite the foot drills, uniformed groups became popular in schools. One reason for the enthusiasm may have been the opportunities these groups accorded young Singaporeans who had less-than-ideal living conditions at home. In 1970, over 38.5 percent of families lived in squatter colonies with limited access to sanitation, water and healthcare, while 13.3 percent resided in often overcrowded shophouses. A total of 25 percent of Singaporeans lived in poverty.

Former scout Jackie Yap used to live in Bukit Ho Swee, "a very notorious area" rife with gangsters, and studied in Bukit Ho Swee Secondary School in the late 1960s. Despite participating in his school's National Police Cadet Corps (NPCC) activities on Saturday mornings, Yap's appetite for adventure beckoned and he also joined the local Sea Scout group on Sunday afternoons.

Taylor Eng lived in an overcrowded shophouse along Havelock Road and attended Raffles Institution in the late 1960s. He enjoyed scouting as it provided him an escape from familiar, urban settings. Memorable escapades for him included an overnight hike followed by camping on Singapore's Mount Faber, and an expedition to the 2,817-metre-high Gunung Tahan, the highest point in the Malay Peninsula, a trip which he remembered fondly as a simply "crazy" idea.

From 1975, the NCC (Sea) began its annual Round Island Canoeing Expedition. The expedition typically saw 80 cadets in 40 double-seater canoes doing a full circumnavigation of the Singapore coast, starting from the west bank of the Causeway. Over four days, cadets completed a journey of some 200 km with only overnight stops at SAFTI Boat Station in the west, and the NCC sea training centres in Pasir Panjang and Changi.

Dunearn Secondary NCC cadet Shamsia Muslim was proud that she completed a day-long navigation test in the countryside - the "toughest of all training tests in the NCC". Shamsia resolutely refused offers of help from passing lorries when she got lost in rural Lim Chu Kang and expressed wonderment at the world beyond her neighbourhood to discover plantations and "hospitable rural dwellers".

All these activities left a mark on young, impressionable minds. Former 1960s Rafflesian scout Zainul Abidin bin Mohamed Rasheed (later Senior Minister of State in the Ministry of Foreign Affairs) learned "the sense of service to others" and "the true meaning of life-long friends". Another fellow scout, Kwek Siew Jin (who later became Rear-Admiral and Chief of Navy) believed that scouting "was the best thing that happened" to him in his formative years, resulting in character-building and moral growth.

Jackie Yap of Bukit Ho Swee Secondary School felt that his time in the Sea Scouts and NPCC taught "a lot of very good survival skills, life skills which [are] today, so important". Yap later went on to join the Singapore Army as a regular in the Commandos, where he completed the SAF Ranger Course before leaving service in the late 1980s. Today, he works with corporate clients as a team-building consultant, helping participants to enjoy the great outdoors and to understand themselves and nature better.

Whither the Rugged Society?

While the rugged society rhetoric eventually petered out, such was the appeal of the concept that the call would be resurrected every now and then over the ensuing decades. In 1974, a year of high inflation and economic uncertainty, Haji Sha'ari Tadin, then Member of Parliament for Kampong Chai Chee, recalled the "old rallying call" of the rugged society as he called on Singaporeans to "roll up their sleeves and work even harder" after several years of stellar economic growth.

In a 1990 speech at the opening of the College for Physical Education, then First Deputy Prime Minister Goh Chok Tong noted a "disconcerting and unhealthy" trend of rising obesity among youths, and called for a renewed emphasis on physical fitness to eliminate obesity. Singapore has succeeded, he said, because "we dare to strive for excellence. We have to be fit and rugged to meet competition to achieve excellence. I therefore throw you this challenge - get Singaporeans to return to the rugged society". Government anxiety over mounting obesity among youths would see the introduction of fitness initiatives like the Trim and Fit programme in 1992 and the All Children Exercise Simultaneously Day in 1993.

In 2015, the term "rugged society" made another brief reappearance. During Prime Minister Lee Hsien Loong's National Day Rally, he noted that the rugged society was one of three factors crucial to Singapore's success. Prime Minister Lee said that although the term "rugged society" is not used so often anymore, "our people must still be robust and tough and able to take hard knocks, always striving to be better.... If we are soft and flabby, we are going to be eaten up. We have to be rugged, we have to have that steel in us".

Shaun Seah is doing his Masters in East Asian Studies at Columbia University. He has a BA (History) from Fitzwilliam College, Cambridge University. Educated at Maris Stella High School and ACS (Independent), he was a Cadet Lieutenant in the National Cadet Corps and a Venture Scout.

NOTES

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A Rugged Society: Adventure and Nation-Building

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The call to create a "rugged society" in Singapore has resonated through the decades. Shaun Seah looks at how the...

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Perspectives of OE/ Outdoor Learning in other countries-Australia

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Perspectives of OE/ Outdoor Learning in other countries-Australia

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Introduction

The outdoor learning connection provides a framework for students to experience guided, integrated learning across the curriculum in natural environments. Students have the opportunity to gain unique and specific benefits from outdoor learning. They develop skills and understandings while valuing a positive relationship with natural environments and promoting the sustainable use of these environments.

This connection presents four dimensions, which have been developed in consultation with Outdoor Education Australia. Content related to outdoor learning in the Australian Curriculum can be delivered in a range of ways; some of these are outlined under models of delivery.

The following pages show how content from the Australian Curriculum: Health and Physical Education, Humanities and Social Sciences, Geography, Science, general capabilities and cross-curriculum priorities can be organised and delivered through learning in the outdoors (F-6) and outdoor education (7-10).

Links are also provided to relevant student work samples which illustrate student learning in relation to achievement standards.

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The outdoor learning connection provides a framework for students to experience guided, integrated learning across the curriculum in natural environments. Students have the opportunity to gain unique and specific benefits from outdoor learning. They develop skills and understandings while valuing a positive relationship with natural environments and promoting the sustainable use of these environments.

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Outdoor education

Outdoor education is an aspect of education outside the classroom (EOTC) and aims to extend the four walls of the classroom.

1. Learning Content & Resources /

2. Health and Physical Education /

3. Outdoor education

About this resource

This section from health and physical education in the New Zealand Curriculum outlines one of the seven key learning areas - outdoor education - through which the skills and knowledge identified in the achievement objectives are explored. It supports teachers to explore the structure, essence, and components of the learning area.

What is outdoor education?

Programmes in outdoor education are important for reconnecting increasingly urbanised and digitally focused ākonga with nature and their local environment. Through learning in outdoor education, ākonga can explore concepts such as manaakitanga (care and responsibility), kaitiakitanga (guardianship), whakawhanaungatanga (social connections), ārahitanga (leadership), and kotahitanga (unity and cooperation).

Outdoor education includes learning skills in specific outdoor activities, such as sea kayaking and tramping. It also includes developing an appreciation of the local area, learning the stories, and how the environment is connected to where they live. Outdoor activities foster the personal and social development of ākonga through experiences involving:

co-operation

trust

problem solving

decision making

goal setting

communication

leadership

responsibility

reflection.

Developing your local outdoor education curriculum

When developing outdoor education programmes, schools should:

create opportunities for ākonga to connect with the land, and to explore local stories and important places

take a 'place-based' approach rather than a 'challenge-based' approach

emphasise safe and sensible enjoyment of outdoor environments

make use of the school grounds and the immediate local environment

take opportunities for direct experiences that can be completed in a school day.

The underlying concepts and outdoor education

The underlying concepts are woven through learning in this area in the following ways:

In outdoor education programmes, the four dimensions of hauora are enhanced through safe, challenging, and enjoyable learning experiences in the outdoor environment.

Attitudes and values developed through outdoor education include:

a sense of fun and enjoyment

the value of personal and interpersonal skills

an appreciation of the traditions, values, and heritages of tangata whenua and other cultural groups

understanding of the environmental impact of outdoor recreation activities

care for the environment and the whenua

constructive attitudes to personal and group safety, challenge, and risk

the value of local environments to communities and groups.

Through the socio-ecological perspective, ākonga will investigate the importance of the outdoor environment and outdoor activities to the wellbeing of Aotearoa. They will critically examine social, cultural, scientific, technological, and economic influences on outdoor activities, on the environment, and on how the environment is used.

The enhancement of health promotion through outdoor education requires school-wide policies and procedures to ensure that appropriate activities, safe practices, and the most suitable community resources are selected, used, and evaluated.

Outdoor education programmes must follow safe practices and meet legal requirements.

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Outdoor education is an aspect of education outside the classroom (EOTC) and aims to extend the four walls of the classroom.

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Friluftsliv (in Scandinavian countries eg Norway)

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Friluftsliv (in Scandinavian countries eg Norway)

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Can UK settings learn from the Norwegian practice of being in - and connecting with - nature, asks Meredith Jones Russell

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Udeskole (Scandinavian countries eg Denmark)

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Udeskole (Scandinavian countries eg Denmark)

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It is August. It is first day of school and the sun is shining. The new pupils are curious and excited; their parents likewise. The school and the classrooms are decorated. The head teacher wears a suit and a tie, and the new pupils have new clothes, new school bag, combed hair, stars in their eyes, and great expectations. Nine years later, most of these expectations and stars are extinct.

It is not unusual to hear stories about pupils being tired of school and disengaged in school learning. Anecdotal evidence suggests that as early as primary school there are pupils who lose the urge to learn, and that approximately one third of these students have lost the desire to go to school at the end of secondary school. This lack of motivation may be due to the way school teaching and learning is organized in our society.

Scholars have pointed towards a number of inherent problems in the structure and organization of 'modern' education. Historically, the 'mainstream' curriculum has focused on the classroom, the book, the teacher, and the timetable. Perhaps, we are left with a school system that is a relic of an industrial society?

If policy-makers, headmaster, teachers, parents, and society at large wish to increase pupil's motivation to go to school, to learn and to continue with higher education, then a change in learning environment and teaching methods could be a way forward.

Udeskole: Education outside the classroom in a Scandinavian context

The Scandinavian concept of udeskole (meaning "outdoor school") has been described in a Norwegian context by Jordet, in a Swedish context by Dahlgren and Szczepanski and in a Danish context by Mygind. Udeskole targets children aged 7-16, and is characterized by compulsory educational activities outside of school on a regular basis, e.g. one day weekly or fortnightly.

Udeskole can take place in both natural and cultural settings, i.e. forests, parks, local communities, factories, farms, galleries, theaters etc. Teachers may draw on history and development of the local community to create a closer link between schools, community and local places.

A Danish geography teacher, for example, lets pupils take photos of different places in the local city: the parks, the castle etc. Subsequently, they work with local history and origins of names of places. Other specific examples include visits to local museums, cemetery or library.

Udeskole, however, has mainly been practised in green space to date. One example of teaching in natural places is Røsnæs School, which has a row of "green bases" in the local community, within walking distance. One of them is on private land, some on the school grounds and others on public land. Here, the pupils can identify plants and animals living a specific place.

Udeskole activities are characterised by making use of the local environment when teaching specific subjects and curriculum areas by, for example, measuring and calculating the volume of trees in mathematics, writing poems in and about nature when teaching languages or visiting historically significant places or buildings in history education.

Teaching and learning activities are often cross-disciplinary. Thus, the approach is often to work with an academic subject matter or concept in its real, concrete form to facilitate learning and understanding. Schools and teachers often argue for the potential of pupils' getting to know their neighborhood and visiting nature as an aspect of everyday life. Visiting and knowing their local environment can help them develop a sense of community; recognize and understand neighborhoods; and build a relationship with their own place and with local people.

Another example of udeskole practice is the teaching mathematics in the school yard with a focus on body and movement. A Norwegian math educator has developed a series of teaching activities where children's play and movement cultures are integrated with mathematics education. The pupils jump, run relays and use gestures. Pupils in a circle throw a ball while they say numbers in order to practice the time tables or jump math problems in hopscotch.

When practicing udeskole, teachers often encourage pupils work together in large or small groups. At several schools, pupils work together in groups and carry out specific practical task, such as build a table, light a campfire or cook lunch. Every autumn, a Danish teacher from Kalundborg conducts a course in mathematics and home economics; students in collaboration make their own jam of collected blackberries and use a homemade scale to follow a recipe.

Research on udeskole - and the future of outdoor teaching and learning

Emerging Scandinavian research on outdoor learning in school contexts have generally shown positive benefits. Research in Norway has documented the learning potential of udeskole. The influential case study-based 'Rødkilde Project' from Denmark found a significantly higher level of physical activity among pupils during outdoor learning in natural settings compared to a "normal" school day, and a Norwegian case study reached the same conclusion through an analysis of physical activity by heart rate monitors in a sixth-grade class.

In a Danish case study, the pupils expressed a significantly higher level of well-being, improved social relations and joy while being taught in the outdoors compared to classroom teaching. A Swedish study documented a stress-reducing effect on teachers using the outdoor environment for teaching.

Some might argue that my initial picture is a caricature or distorted version of the schools of today. But historically, and probably also in much of existing education, the school has focused on the classroom (as a generic learning space), texts (as transferable knowledge) and the teacher (as the knower) in a carefully planned school schedule (as sequences of selected and important knowledge), in a school system that has ignored places, people and activities.

If educators, teachers, school principals, researchers, and parents do not address some of these problems and change the school and institutionalized learning, there are definitely others who will. One way, among others, to address these problems could be through teaching and learning in natural places. In the future, it will be important to explore and answer questions such as: how is it possible to include external learning environments as natural spaces within the conditions that exist in schools and institutions.
Selected references and links about udeskole
Bentsen, P., Mygind, E. & Randrup, T.B. (2009). Towards an understanding of udeskole: education outside the classroom in a Danish context. Education 3-13, 37(1), 29-44.

Bentsen, P., Jensen, F.S., Mygind. E. & Randrup, T.B. (2010). The extent and dissemination of udeskole in Danish schools. Urban Forestry & Urban Greening, 9(3), 235-243.

Bentsen, P. & Jensen, F.S. (2012). The nature of udeskole: theory and practice in Danish schools. Journal of Adventure Education and Outdoor Learning, 12(3), 199-219.

Jordet, A.N. (2008). Outdoor schooling in Norway - research and experiences. Conference proceedings, Healthier, Wiser and Happier Children. Outdoor Education - learning with mind, heart and body. Conference at Branbjerg University College, Jelling, 24 th-25 th January, 2008.

Mygind, E. (2007). A comparison between children's physical activity levels at school and learning in an outdoor environment. Journal of Adventure Education and Outdoor Learning, 7(2), 161-176.

Mygind, E. (2009). A comparison of children's statements about social relations and teaching in the classroom and in the outdoor environment. Journal of Adventure Education and Outdoor Learning, 9(2), 151-169.
More about udeskole in Denmark
Peter Bentsen

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UDESKOLE IN SCANDINAVIA: Teaching and Learning in Natural Places - Children and Nature Network

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It is not unusual to hear stories about pupils being tired of school and disengaged in school learning. Anecdotal evidence suggests that as early as primary school there are pupils who lose the urge to learn, and that approximately one third of these students have lost the desire to go to school at the end of secondary school.

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Note that this doesn’t represent all of what’s going on in UK.

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Rather like defining sports or the arts, describing outdoor learning in a concise and inclusive way offers challenges.

Being too generalised does not highlight the unique qualities of outdoor learning as distinct from outdoor recreation, leisure, community or competitive sport, countryside or farming.

Excessive detail can narrow the focus and exclude some of the wide variety of approaches, participants, activities, locations, and outcomes in the field.

Describing Outdoor Learning

This current IOL description includes the work of volunteers, part-role, and full-time professionals and providers across the sector:

A Personalised Description of Outdoor Learning

Whilst the generic definition can be useful for many, the ability for individuals and organisations to customise the description to fit their audience and purpose is when it can be most beneficial. The starting point is answering five questions:

By completing the how, who, what, where, and why, professionals and providers can create a description that can convey their unique approach and work in the outdoors.

Some examples:

Benefits of Outdoor Learning

Whether an outdoor learning activity or experience is for a few hours, over a weekend or lasting many years, the chosen location, equipment and people involved can make each event unique.

Lifelong activity and learning
At the intrapersonal level: strengthening self-confidence through engagement with activities and the environment leading to lifelong participation and outdoor competence. Learning through experiences and developing skills, knowledge, character, resilience, and a positive approach to risk-taking.

Appreciating and valuing differences
At the interpersonal level: providing a safe and supportive setting to enhance social skills, appreciate and value difference. Making time to meet and interact with peers and role models from outside the home, school or work environment. Encouraging meaningful relationships across generations that foster tolerance, respect and kindness.

Sense of place and community
At the societal level: providing space for spontaneous, in the moment events that are driven by the needs and interests of self and others. Developing a sense of place leading to greater engagement with the community and an appreciation of the opportunities available to live, learn and work in the local area.

Care for the worldwide environment
At the global level: giving people a chance to 'unplug' and foster a connection that leads to respect and care for the natural world, an appreciation of biodiversity and sustainability, and pro-environmental behaviours.

Making The Case for Outdoor Learning

Research, reports, policy documents and news items in support of Outdoor Learning impacts can be found on the Outdoor Learning Research website. There is strong evidence that Outdoor Learning activities and experiences can have positive impacts on:

In addition, the 2015 Blagrave report on The Existing Evidence-Base about the Effectiveness of Outdoor Learning found:

Almost all outdoor learning interventions have a positive effect.

The effect attenuates over time: the effect as measured immediately after the intervention is stronger than in follow-up measures after a few months.

Evidence for the value of longer interventions. The systematic reviews found that overnight and multi-day activities had a stronger effect than shorter ones.

Theory of Change

The Institute recommends providers use their own theory of change model to describe the thinking (theory) behind how a designed programme or service will lead to beneficial outcomes and impacts for participants. The theory of change can be described and presented in many ways - the best way is that which is most appropriate to your audience.

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How activities and experiences in the outdoors lead to learning, increased health and wellbeing and environmental awareness.

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Literature review on factors that affect outcomes of adventure education programmes

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Literature review on factors that affect outcomes of adventure education programmes

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None of us enjoy being forced or coerced to do something we don't want to do.

Even when these 'things' are good for you, an approach that gives you the power to choose will always be more successful than feeling under pressure to participate because of some threatening external factor, such as my peers, the boss, a teacher, etc.

You can't change the way people think or act until you have changed the way they feel - this is a fact. Therefore, recognising that authentic change comes from within, this tool creates an environment within which people can feel comfortable making decisions consistent with, and appropriate to, the overall goals of your program.

In short, honouring choice helps interactions flow.

What Is Challenge by Choice?

A term first coined by Karl Rohnke (and later popularised by Project Adventure), Challenge by Choice is a powerful programming tool that states that people have the choice to determine their own level of involvement in any given activity. Nobody is or should be coerced to do anything they don't want to do.

Notice then, that Challenge by Choice shifts the responsibility onto you, the program provider, to create n environment that encourages your group's participation. Or, in other words, to create a space within which people can step outside their Comfort Zones into their Stretch Zones. This is exactly as it should be, and not the other way around.

Yet, if you take a good look around, you'll discover a disturbingly different picture. I have seen and been a part of too many programs which do nothing to foster a supportive environment, and just expect people to participate. Yet some program leaders wonder why they meet resistance.

It's More Than Just Saying 'No'

However, embracing this tool as a core theme of your programming approach is more than simply allowing your participants to say "No" and pull out of an activity.

Honouring Challenge by Choice allows people to pull back from a challenge that may push them into their Panic Zone, and rather than pull out, invites them to find another role (hopefully within their Stretch Zone) that works for them. You could call this a Challenge of Choice, whereby someone chooses their level of challenge.

For example, allowing an individual to choose not to be physically carried across the 'peanut-butter' pit as part of the Nitro Crossing team-building exercise because they would rather participate in the gentler problem-solving process. Or, instead of addressing the whole class, each student is invited to share their response to the teacher's question with a partner or small group.

When you are profoundly related to this powerful concept of choice, it will permeate every aspect of your program design and delivery.

It's the difference between "You have to..." and "You are invited to..." Or "If you make a mistake, you have to come into the centre of the circle..." and "... it's your turn to have some fun in the centre..."

Perhaps you already embrace this concept in your program. Fantastic.

But note, it's one thing to say "...this program operates under the philosophy of Challenge by Choice..." It's entirely another thing to be responsible for a program that speaks to, honours, and fosters an atmosphere in which people genuinely feel comfortable to willingly step outside of their Comfort zone.

Environment dictates performance.

To this end, one of your primary responsibilities as a program leader is to create an environment in which all of your group members can make appropriate choices, consistent with the goals of your program.

A Word on Participation

Many people - program leaders and participants alike - often confuse Challenge by Choice with 'participation.' This is a simple trap.

A case in point...

Many years ago, I trained a team of police instructors to deliver a program that purposefully mixed police recruits with groups of 'youth at risk.' To be honest, I'd be hard-pressed to think of two more diametrically opposed groups.

By mid-morning of the first day, the program was humming along nicely, however, two of the young people chose not to join in. As a part of the facilitation team, I respected their decision to sit out, but I did take it somewhat personally because I could not see any reasons why they should choose to not join in. Ignoring even the urgings of their friends, nothing it seemed could motivate these two girls to participate. By day's end, the two girls did not move from their comfortable sidelined position.

And then, it happened.

To wrap up the day, the top brass of the police squadron asked the group a few questions, a debrief of sorts, including the stock standard "What did you learn about each other today?"

To my shock, one of the two girls put up her hand. I'm thinking, "What smart-arse comment are you going to make. You didn't participate all day?"

She replied something to the effect, "I didn't think the coppers would laugh at the same things we did!" And then it hit me. This girl had been participating all day; she just chose (for whatever reason) to do it from the sidelines. It was one of those 'aha' moments we all strive for and was only made possible because of the atmosphere that had been developed during the day, particularly enabled by the use of Challenge by Choice.

If this girl had been forced to participate, I am certain that the result would have been very different.

The girls joined the rest of the group on the second day and had a blast.

Essential Tools

Honouring Challenge by Choice is just one of a set of five essential tools I use to intentionally create a positive learning environment and influence the way people feel.

You can learn more about playmeo's innovative approach to education by clicking the links below.
This article about honouring Challenge by Choice has been adapted from No Props No Problem: 150+ Outrageously Fun Group Games & Activities Using No Equipment and Serious Fun: Your Step-by-Step Guide to Leading Remarkably Fun Programs That Make a Difference.

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What Is Challenge by Choice? Learn How to Use this Powerful Tool

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Wondering What Is Challenge by Choice? Click to learn more about this powerful programming philosophy that empowers participants & elevates their potential.

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Theories & Concepts in OE (B14)_CN (10 Feb 25)_Part 1

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The history of Outdoor Education in Singapore which was designed to build a rugged society while OE now focuses on holistic development of a child. This helps to shape our beliefs and the outcome of OE.

-Afiq

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I would like to apply generative conversation with my students such as asking challenging questions, paraphrasing, and listen actively.

-Afiq

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My key takeaway from day 1 session is i am impressed that outdoor education has been implemented even as early as preschool. This shows the important of outdoor education and creating a rugged, good character etc etc generation starts from very young and it has to continue throughout a person's life.

yat

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I would like to be better at allowing experiential learning for the students. I will try to be better at intentionally allowing the students to think by asking open ended questions and allowing mistakes or failures to happen so as to create a teachable moment.

yat

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The biggest takeaways from Day 1 are the timeline of OE in Singaporean history and how OE is perceived around the world.

It was interesting and helpful to be able to understand how OE came into prominence in Singapore, its origins and what it's come to represent today.

On the other hand, in the lens of other countries, it made sense how the different perspectives of OE held in those areas lead to different objectives (in their curriculum). It helps to also understand how culture, history and resources has an input in their idea of OE.

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I would like to experience how the different factors affect the different parts of OE and see what works for me as a facilitator.

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How far OE in Singapore has come and the development of this from around the world.

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How far OE in Singapore has come and the development of this from around the world.

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Its a good starting point for new-comers to OE to have a firm grounding and appreciate that this area of our education system took a lot of effort to build up. It taps on the inner belief of each educator and in challenging times we can always go back to this to review why we are in this work. The students who benefit in OE now will be the future educators of this important development of youth. We learnt the foundational theories to help us take new perspectives and keep us curious how OE can be impactful at all stages of life, starting from preschool.

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How the beliefs and benefits of can be applied in the cohort camps groups in a real and impactful way with OAE who are passionate and engaging.

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The outdoor education in singapore started with the vision that singaporean needed to toughen up as our nation was at its infancy, subjected to many adversity from the outside world. I understand the need of "tekan session" to improve the physical as well to toughen up the mental. It is interesting to know that such practice has its merits as history proven that we survived through the difficult times such as asia financial crisis, dot com crash, SARS and the recent covid. The seniors of our time were tough enough to push us through the tides

With the current master plan, I hope we too can achieve similar mental, rugeness resillent and overcome challenges based on our recent understanding of outdoor adventure learning principles through ACC.

-iszaki 25

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I would like to facilitate the group to understand each individual potential and reach their maximum potential without singling out any individuals.

I hope to conduct my action well at all times, being respectful, energectic, passionate, thoughtful, forthright and hope these students will learn these lesson through actions and make everyone journey meaningfully happy.

-iszaki 25

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Uncertainty: Experiencing the rope courses, learning to manage the instability of the ropes.

Agency: The choice to learn and take up the responsibility of the learning.

Authenticity: Application of real life scenario, to make the challenge relevant and relatable.

Mastery: Learn the knowledge and skill,to share with others that are struggling.

-iszaki 25

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I wish my students could acquire the mastery stage with regards to being safe at all times. Be mindful of their own safety while overcoming challenges and at the same time ensuring all of participanting in the activity is safe as well. With mastery at safety, everyone can enjoy sense of accomplishment and spread the joy to others as well.

-Iszaki 25

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I feel that the lines between comfort zones and learning zones are blurred. Being receptive to learning new skills and knowlege takes time with an open heart and multiple repetition to get things in order or in a proper way.

Iszaki- 25

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My main key takeaway from today was understanding adventure education concepts such as challenge by choice. I learnt that it is important to provide support for the students who are resistant / uncomfortable towards the challenge/activity.

- Afiq

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I would like to assess & understand my students in order to match their competency level & perceived risk for them to be in the 'peak adventure' stage.

- Afiq

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Comfort zone model tells us that the learning will be maximise in the growth/ learning zone (stretch zone). However, I feel that it will all depends on the individual's motivation to take the opportunity to 'step out' from their comfort zone.

-Afiq

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My key takeaway from the OE concepts shared in the lesson is understanding the "challenge by choice" concept deeper. Although it was previously familiar to me, getting to understand its origins what it really entails helps me visualise and comprehend how to utilise the concept. As with the two other concepts, I have a better idea of how to manage my expectations of my students as a facilitator.

Maya

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I want to apply the Adventurous Learning Approach concept to my facilitation and camps. The common perception of challenge involves risk, but I want to help them experience that it can come from more than that.

Maya

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Going deeper into the "challenge by choice" concept.

Maya

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Using the concepts of OE offering 3 approaches, I have a better understanding of the impact and development of students in varied ways.

1.      Challenge by Choice (Rohnke, 1984), to help grow the child ability to make decisions by giving them a choice, working through the difficulties with them when they get discouraged, supporting them to take a small step towards the goals we set at the individual/group level.

2.      Adventure Experience Paradigm (Martin & Priest, 1986),  adopt a balanced practice of risk and competency when carrying out the camp activities, so that the child can maximise their adventure learning.

3.      Adventurous Learning (Beames& Brown, 2016), student learning can be increased by making teaching more adventurous. Using four features of adventurous learning: Uncertainty, agency, authenticity, and mastery, we can design the activities – considering the context, using methods to help student challenge their own limits, reach the camp outcome.

Oliver

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Using adventurous learning approach, I can be reminded to apply the 4 factors (agency, authenticity, uncertainty, mastery) as consideration to prepare the activities, conduct them and facilitate the learning, this is a good guide to help me know how students in the camp are learning.

Oliver

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Challenge by choice and adventure experience paradigm are my key takeaways for day 2.

As for challenge by choice, i believe that being able to know your own limits is important for a child development. To be able to recognize your own strength and weakness is a good teachable moment in itself.

For adventure experience paradigm, i believe if given the right amount of time for a particular activity, this theory will really help a person to reach optimal learning. While matching the right competency level with the appropriate risk, a person can experience a great amount of fun and learning will be optimal at this stage.

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I would like to be able to navigate around the theory of challenge by choice. I see that most students are discourage mostly by fear and i would like to try to manage the perceived risk that they are experiencing and try to have the students to be able to look from a different perspective.

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The theory that i am rethinking is probably challenge by choice. How much agency can be given to a student to decide for themselves that they have actually tried, and they can't go any further or is there any room for us as educators to actually push them a bit further so that the students reached the optimal zone where learning can be obtained.

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My takeaway is the History of OE that took place in Singapore. It gave me a clearer view of what OE represents in Singapore. It came about to make Singaporeans, since at a young age, to be rugged and throughout the years, the element of experiential learning and curriculum can also be benefitted for the students. This shows that Singapore does not want the society to depend on just academic results, but also to achieve mental resilience, ruggedness and to overcome challenges. - yaziid

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My takeaway is the History of OE that took place in Singapore. It gave me a clearer view of what OE represents in Singapore. It came about to make Singaporeans, since at a young age, to be rugged and throughout the years, the element of experiential learning and curriculum can also be benefitted for the students. This shows that Singapore does not want the society to depend on just academic results, but also to achieve mental resilience, ruggedness and to overcome challenges. - yaziid

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I would like to engage the students to be involved with their friends by applying in generative conversation so that it will stimulate their mind and allowing them to be open and also care for others. - yazid

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I would like to engage the students to be involved with their friends by applying in generative conversation so that it will stimulate their mind and allowing them to be open and also care for others. - yazid

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My key takeway is "Challenge by Choice". It is a fundamental principle in OE. Students are encouraged to set their own goals within the activity they participate and we as OE educators have to recognize that each person have different physical, emotional and psychological limits. Each activity can be crafted to allow increasing levels of challenge thus allowing growth mindset in participants.- yazid

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My key takeway is "Challenge by Choice". It is a fundamental principle in OE. Students are encouraged to set their own goals within the activity they participate and we as OE educators have to recognize that each person have different physical, emotional and psychological limits. Each activity can be crafted to allow increasing levels of challenge thus allowing growth mindset in participants.- yazid

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I would like to apply the 4 features: Authenticity, Agency, Uncertainty Mastery. Adventurous Learning has many potential benefits, it also presents challenges in implementation, including safety considerations, resource requirements, and the need for skilled facilitation. As with any educational approach, it's most effective when thoughtfully integrated into a broader curriculum and tailored to the specific needs of learners. -yazid

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I would like to apply the 4 features: Authenticity, Agency, Uncertainty Mastery. Adventurous Learning has many potential benefits, it also presents challenges in implementation, including safety considerations, resource requirements, and the need for skilled facilitation. As with any educational approach, it's most effective when thoughtfully integrated into a broader curriculum and tailored to the specific needs of learners. -yazid

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One of the key principles is comfort zone. Some said that growth occurs when people step out of their comfort zone. But in some cases, participants do not produce growth, and little learning occurs due excessive stress, anxiety or overwhelming challenges. -yazid

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One of the key principles is comfort zone. Some said that growth occurs when people step out of their comfort zone. But in some cases, participants do not produce growth, and little learning occurs due excessive stress, anxiety or overwhelming challenges. -yazid