PROGRAM GOALS AND OBJECTIVES
Before designing a
camp program or preparing the activities/events, you must specify goals and
If developed properly
they will furnish you with evidence such as positive changes taking place or the
successfulness of your programs.
– broad, general statements regarding the expected effect of the camp
experience on the participants. These
statements tend to be very generalized. EXAMPLES:
developing the whole
teaching good citizenship
– specific (measurable) statements of changes or learning expected to occur,
most often expressed in terms of the camper.
Objectives – They define
specific behaviors based on the goals and philosophy of your camp.
They are the foundation of the camp instructional program.
When clearly stated, they help the camp counselor select activities
and materials, communicate what is to be learned and evaluate whether or not
learning has taken place.
FOUR MAIN FEATURES
OF BEHAVIORAL OBJECTIVES
It is expressed from the
participant’s point of view; “the camper will,” “the youngster is to.”
The objective is
specific, avoiding usage of vague expressions.
(vague) – The campers will gain knowledge of the natural habitat of
several animals. (specific) – The
campers will be able to identify three animals and describe their natural
The objective contains a
behavioral description; behaviors are described through terms such as recite,
write, demonstrate, define, repeat do, locate, identify.
The objective contains a
description of the specific conditions, if any, by which campers demonstrate
their behavior. (The when, where,
and how the behavior will be completed). i.e.,
using one match, within ten minutes, with 100 percent accuracy, in the deep end
of the pool.
Campers are to name the
parts of a flower by labeling an outline diagram of a typical flower.
Using the map and compass
provided, each camper is to determine the compass bearing from point A to point
B within two degrees of accuracy.
CATEGORIES OF OBJECTIVES
fall into three domains of learning:
Psychomotor domain –
dealing with physical body movement or action, manipulation of materials or
running, swimming, painting a picture.
Cognitive domain –
dealing with factual knowledge, understanding, processes and structures.
Examples: knowledge of rules, remembering names, strategies.
In the camping program, objectives in this domain should be used
Affective domain –
dealing with emotions, feelings, attitudes, interests, and appreciation an
individual has for what goes on around her/him.
Many of the values and outcomes of a camping experience fall into the
ITS’ CONCEPTION, PLANNING AND DEVELOPMENT
In the past, a structured
program included the so-called activity periods, such as archery, swimming,
storytelling, woodcraft, etc. where campers attended without question.
Today the camp
program is everything that happens to the camper throughout the day.
The trend in program
planning and development is to let campers and staff cooperatively plan their
own activities in what is known as an unstructured
Certain hours that affect
the whole camp must be scheduled in order to prevent groups from interfering
with each other. Examples: eating,
resting, swimming, morning wake up, bed time.
The program for the
entire camp is usually coordinated by one person.
Example: Program Director,
Assistant Camp Director, or Head Counselor.
It is customary to hold
several all-camp events during the session.
Most camps sponsor some
sort of camp council, which consists
of counselor and camper representatives from each unit who meet with the program
director to plan such all-camp events.
When staff and campers
join democratically in program planning, counselors act as consultants and
advisors, not dictators, and must be able to guide and control the situation so
that wise choices are made without forcing their ideas on the group.
When the plan is really
theirs, they become excited and engaged in what they are doing and your worries
about discipline problems, program, and problem campers will largely disappear.
POSSIBLE PROGRAM PROJECTS
Construction Work –
totem pole, outdoor kitchen, rock garden, nature exhibit, council ring, nature
trail, ropes courses. etc.
Evening Activities –
informal dramatics, parties, moonlight hike, dances, shadow plays, candlelight
parade, discussion groups, camp fire program etc.
Special Days –
birthdays, circus day, camp fair, regatta day, pioneer day, etc.
Rainy-Day Activities –
it is essential to keep campers busy and happy, spells of homesickness are
especially likely to appear on rainy days.
Plan a carnival or puppet show, compose a cabin song or chant, work in
scrapbooks, play charades, read or tell stories, play board or indoor games,
Copyright 2001 Northern Arizona University, ALL RIGHTS RESERVED