Team-building/personal-challenge (TB/PC) activities have become popular ways to address students' interpersonal and intrapersonal skills and abilities associated with the affective domain. The outcomes associated with TB/PC activities are often best experienced and learned through the use of indirect methods of instruction. Typically, many physical educators lack skill in using indirect instruction. Likewise, many teachers are unfamiliar with the theoretical paradigm that guides the instructional choices involved in adventure education activities. Therefore, the intent of this article is to describe a theoretical model to guide instructional practices of teachers who wish to achieve affective goals in any of the activities involved with TB/PC instructional units.