Adventure Challenge

Our school based programmes are a great way to break down barriers and make discoveries.  We offer day time activity sessions with the option of overnight camping in the school grounds.



Our school-based programmes are a great way to break down barriers in a relaxed way and make discoveries about how we work with others.  Adventure Challenge is a standalone programme of team building activities. This normally takes place in 1 or 2 hour sessions where the children work in teams of 6, completing a selection of short challenges that rely on co-operation, team effort and individual resilience.


Different Learning Styles

Our unique tasks are designed and built to cater for a wide range of learning styles. Each activity stimulates interaction with existing relationships using positive stress in a non-threatening environment. Strong emphasis is placed on communication, reasoning and problem- solving skills. The choices of physical and cognitive tasks challenge pupils of all ages and abilities but most importantly the challenges are great fun!.

Supporting Learning

We provide an alternative route into personal development; focusing on resilience, individual wellbeing and thinking of the needs of others.

The direction of these sessions is ultimately fuelled by the observations we make on children’s behaviour and to highlight the emotions that caused them.

Within a session we underline the important messages of:

  • how to adapt to a situation
  • how to stay on task
  • how to remember plans
  • ultimately, how to manage emotions, as this defines resilience.
“All emotions are OK but not all behaviour is OK”

(Gotman, 1997)

Learning Through Experience & Working Together

Adventure Challenge offers positive stress* in order to allow children to practice their executive function and self-regulation** responses. We aim to address and talk about how to build resilience from relationships using our unique and enjoyable challenges.

During our sessions we endeavour to separate the children’s experiences from the task. The individual problem-solving ability of the children can be excellent while their coping skills tend to be weaker in the face of a little adversity. Our prime objective is always to ensure our conversations can be transferred to create security in all types of relationships, particularly in the home or school environment and the growing on-line community.

The Review Process

Reflecting on our performance and understanding how we may change is at the core of experiential learning. Discussing the way we interact with others can play a crucial role in developing relationships. We use a range of reviewing techniques and tools to encourage discussion and personal reflection. Even a short session can give insights into individuals and groups, providing stimulus for work long after our visit.

We are keen to reflect the learning objectives, values and ethos of the schools we visit and are happy to discuss this prior to our sessions.

Literature That Influences our Conversations

Although we are not delivering this information with purpose during our sessions, we have the need to be prepared to listen and understand what a child is saying; therefore having a toolbox full of relevant information is beneficial.

5 Ways to Wellbeing – Connect, Be Active, Take Notice, Keep Learning and Give (NEF, 2008)

Life Hacks – A document based upon feedback from young people’s experiences with Mental Health issues (Somerset Children & Young People Health and Well-Being, 2019).

*Toxic Stress, Tolerable Stress and Positive Stress – ‘positive stress response is a normal and essential part of healthy development, characterized by brief increases in heart rate and mild elevations in hormone level’ (Harvard University, 2019).

**Executive Function and Self-Regulation – Executive function and self-regulation is built of three components: Working Memory, Mental Flexibility and Self-Control. Each one is a skill, so can be strong or weak in a child, and can explain why children ‘act out’ (Harvard University, 2019).

8 Things to Remember About Child Development – Specifically No. 8: ‘Resilience requires relationships, not rugged individualism’ (Harvard University, 2019).

Kolb’s Experiential Learning Cycle‘Knowledge results from the combination of grasping and transforming experience’ (Kolb, 2014:50). Adventure Challenge offers the children to ‘grasp’ experience via Concrete Experience and Abstract Conceptualisation and then we help transform their experience by either using Reflective Observation or allowing them to carry on with Active Experimentation.

John Gottman’s Emotion Coaching- Although designed for 1:1 conversations with a child, understanding how empathy can focus on emotions as the source of negative behaviour can help us to address conflicts or acts of kindness (Gottman, 1997:75).


  1. Gottman, J. (1997) Raising An Emotionally Intelligent Child. New York: Simon & Schuster.
  2. Kolb, D.A. (2014) Experiential Learning: Experience as the Source of Learning and Development. (2nd ed.) USA: Pearson Education.
  3. NEF. (2008) 5 ways to well-being. [Online] Available from: [accessed 5 February 2019]
  4. Somerset Children & Young People Health and Well-Being. (2019) Life Hacks. [Online] Available from: [accessed 5 February 2019]
  5. Harvard University. (2019) Toxic Stress. [Online] Available from: [accessed 5 February 2019]
  6. Harvard University. (2019) Executive Function & Self-Regulation. [Online] Available from: [accessed 5 February 2019]
  7. Harvard University. (2019) 8 Things to Remember about Child Development. [Online] Available from: [accessed 5 February 2019]
Adventure Challenge

Adventure Challenge


  • Emphasis on building individual skills and developing teamwork
  • Challenging and fun activities that fit with the national curriculum
  • All activities are led by mature, experienced, qualified staff
  • Programmes delivered within your school


  • £280 + VAT per day
  • £180 + VAT per half day

Adventure Challenge Gallery

Contact Details

01822 880277



Spirit of Adventure
PL20 6SP
United Kingdom

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Registered Office: c/o Percy Gore & Co., 39 Hawley Square, Margate, Kent, CT9 1NZ, UK

Registered in England no. 03766767.

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