Behavior and Group Management in Outdoor Adventure Education

Ewert, Alan; Davidson, Curt

doi:10.4324/9781315677538

Cited by 5 publications

(7 citation statements)

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“…The first element is the recognition of the diversity of comfort zones among participants, with anxiety and risk perception being highly subjective and fluid [22,29,30]. Secondly, OAE leaders should facilitate idiosyncratic stretching [22,29,30]. The third element emphasizes the importance of fostering collective effort, goal-sharing, mutual encouragement, and teamwork among Regardless of whether an OAE experience builds resilience in the long term, OAE literature highlights four fundamental elements of effective facilitation.…”

Section: The Czm and Oaementioning

confidence: 99%

Could the Comfort Zone Model Enhance Job Role Clarity in Youth Work? Insights from an Ethnographic Case Study of the United Kingdom-Based National Citizen Service

Godfrey

2023

Youth

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A convention in outdoor adventure education leadership is to stretch participants beyond their comfort zone to optimize engagement and learning. This article explores how an interpretation of the comfort zone model (CZM) might potentially enhance job role clarity within the youth work (YW) field. The CZM emerged as a strong theme from an ethnographic case study of the United Kingdom government’s flagship youth policy, the National Citizen Service (NCS). The findings indicate that the CZM has the potential to reinforce Dewey-derived YW principles and enhance young people’s social skills, self-esteem, confidence, and resilience. However, applying the CZM to YW practice presents risks such as misunderstandings, coercion, and overstretching. Further research should consider factors such as staff training, mental health, and welfare concerns, as well as the implications and limitations of integrating the CZM within the YW field.

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Section: The Czm and Oaementioning

confidence: 99%

Could the Comfort Zone Model Enhance Job Role Clarity in Youth Work? Insights from an Ethnographic Case Study of the United Kingdom-Based National Citizen Service

Godfrey

2023

Youth

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“…In interview studies, OAE youth affirm that, as intended, these challenges are drivers of diverse forms of physical, cognitive, and social-emotional learning (D’Amato & Krasny, 2011; McKenzie & University, 2003). But if course challenges pile up and exceed youth’s capabilities, they can become overwhelmed with intense anxiety (Ewert & Davidson, 2017; Orson et al, 2020). Davis-Berman and Berman (2002) describe these episodes as “emotional crises.” Students “hit a wall where they feel debilitated and can’t go on”; the crisis can include cognitive confusion and panic (Berman et al, 1998).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The OB and OAE literature, however, provide limited guidance on practices that instructors can use to help students learn following an anxiety spiral. This literature points to strategies for calming a student’s distress from an emotional crisis (e.g., empathic listening, giving students choices to increase their sense of control), but little on supporting emotional learning from the experience (discussing coping strategies is mentioned but not elaborated; Berman & Davis-Berman, 2002; Ewert & Davidson, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

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Responding to Teenagers’ Emotional Meltdowns: How Outward Bound Instructors Facilitate Development of Anxiety Management Skills

Larson

Orson

McGovern

2022

Journal of Adolescent Research

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Rates of intense anxiety among teenagers have risen dramatically, a major concern. Outward Bound (OB), a wilderness expedition program that promotes learning through challenge experiences, is found to help youth decrease anxiety. To understand how program staff support this learning, we asked 30 OB instructors to describe their successful work with a youth following an intense anxiety episode (a “meltdown”). Using grounded theory analyses we identified eight practices OB instructors employed that facilitated the youth’s emotional learning. Examples include: helping them open up to examine their emotions, providing tools for detecting and regulating rising anxiety, and instructor-youth co-planning to manage upcoming anxiety-inducing situations. The analyses also revealed the intentionality in each practice: when it was used, its goals, strategies employed, and how each facilitated youth’s active emotional learning. Youth’s learning processes across practices evolved from being instructor-initiated to youth-driven. The skills youth learned progressed from understanding emotions, to controlling imminent anxiety, to controlling anxiety about future situations, to taking responsibility for the impact of their emotions on others. These OB practices, we suggest, can be flexibly adapted to other youth development settings to help teens build competencies to manage anxiety, including when taking on new demanding challenges.

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“…With pollution and climate change, the search for sustainable sports has become an ethical and aesthetic pursuit. Outdoor sports and sports in nature are now perceived as providing a genuine education for regulating the behaviours of leisure and adventure (Ewert & Davidson, 2017). Outdoor adventure activities are becoming an increasingly popular part of physical education programmes.…”

Section: Introduction Body Ecology -A Sustainable Philosophymentioning

confidence: 99%

Body ecology: a new philosophy through cosmotic emersiology

Andrieu¹,

Nóbrega²,

Sirost³

2018

Auc Kinanthropologica

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Body ecology is a micro-ecology. It is a discipline derived from philosophical naturism, deep ecology and holistic body-mind practices developed since 1850 in the corporeal experience of body recreation, outdoor living, and body awakening techniques using emersiology. It is because we transform the practices of individuals that ecology is transformed. This paper seeks to explain the new discipline of body ecology, and its focus on the significance of micro-situations and micro-experiences.

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Behavior and Group Management in Outdoor Adventure Education

Cited by 5 publications

References 0 publications

Could the Comfort Zone Model Enhance Job Role Clarity in Youth Work? Insights from an Ethnographic Case Study of the United Kingdom-Based National Citizen Service

Could the Comfort Zone Model Enhance Job Role Clarity in Youth Work? Insights from an Ethnographic Case Study of the United Kingdom-Based National Citizen Service

Responding to Teenagers’ Emotional Meltdowns: How Outward Bound Instructors Facilitate Development of Anxiety Management Skills

Body ecology: a new philosophy through cosmotic emersiology

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