The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development

Sheard, Michael H.; Golby, Jim

doi:10.1177/105382590602900208

Cited by 59 publications

(55 citation statements)

References 66 publications

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“…Several studies have evaluated the effect of ODA on global self-esteem, with mixed results. Sheard and Golby (2006) conducted a study with English college students aged between 16 and 39 years. The experimental group (n = 26) were students on a two-year Outdoor Adventure Education (OAE) foundation degree course.…”

mentioning

confidence: 99%

Effects of a Developmental Adventure on the Self-Esteem of College Students

Paquette

Brassard

Guérin

et al. 2013

Journal of Experiential Education

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This study examines the effects of outdoor developmental adventure programming (ODA) on college students’ self-esteem. Although some previous studies have shown that outdoor adventure programming has positive effects on self-esteem, others did not find any effect. A quasi-experimental study was conducted over 5 months, which included two pretests and two posttests to address some limitations of previous studies. A total of 84 participants completed the Questionnaire d’estime de soi hiérarchique, a questionnaire assessing self-esteem on four occasions. The experimental group (outdoor adventure; n = 32) was compared with the control groups (travel, n = 17; soccer, n = 35) using repeated measures of covariance analyses. Positive and significant increases were found for the athletic dimension of self-esteem and for global self-esteem for the experimental group (outdoor adventure) only. The increased benefits provided by the combination of adventure and sports in ODA, over sports-only or traveling-only interventions, underline the importance of developing ODA with college students.

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confidence: 99%

Effects of a Developmental Adventure on the Self-Esteem of College Students

Paquette

Brassard

Guérin

et al. 2013

Journal of Experiential Education

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“…It has also been reported that such kind of activities move participants out of their comfort zone within the framework of perceived risk and provide personal development by feeding qualities such as cooperation, perseverance, determination, persistence, resistance, problem solving etc (Çelebi and Özen, 2004;Sheard and Golby, 2006) as well as provide competences such as perseverance of struggling etc. that can be used in real life (Neill, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…In literature, it is specified that various experiences such as rock climbing, canoe, camp activities etc feed certain qualifications like entrepreneurship, cooperation, perseverance, determination, persistence, resistance, problem solving etc. (Çelebi and Özen, 2004;Sheard and Golby, 2006). Considering all this information, it is possible to say that artificial wall climbing activity carried out in our study begets a positive development on participants' problem solving perception.…”

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confidence: 90%

Examining the effect of artificial wall climbing as a leisure time activity on undergraduate's problem-solving skills

Özen

Vatansever²

2016

International Journal of Social Sciences and Education Research

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The main objective of the study is to determine the effects of university students' artificial climbing wall experiences, which is considered among experimental learning (learn by doing) activities and defined as "high activity", on their problem solving skill levels. Artificial wall climbing emerges as a learning point which is both a game as of its content and an activity providing people to be active, not passive, through experimental learning activities and creating people opportunities to know better about themselves and others as well as their limits. Pretestposttest control group experimental model was used in this study. Experiment group participated into the practice twice in a week, totally for eight weeks. During this time, the control group continued their normal daily routines and not joined any activity. To collect data, Problem Solving Inventory developed by Heppner and Peterson (1982) was used. As a result of statistical analysis, statistically significant differences (p <0.05) were found between subscales and total scores of hasty approach, confident approach and planned approach. Consequently, activities done during artificial wall climbing have been causing positive development in problem solving skills & perception levels of university students. Keywords: Problem solving skills, experimental learning, artificial wall climbing IntroductionIndividuals learn from their own lives, their own experiences and they can evaluate learning outcomes safely. The process based on learning of individuals from their own lives & their own experiences and then evaluating the learning outcomes safely is called "experimental learning method (learn by doing)" (Kolb, 1984).The whole activities that held in educational institutions providing participants to move out their comfort zone lead them to change by acting as a catalyzer which is designed for encouraging the participants to understand both themselves and others. One of the most effective tools used during this process is climbing wall which is among the artificially high activities used for moving participants out of their comfort zone (Kenzie, 2000). It has been indicated that such kind of activities provide a good opportunity both for personal development and socialization. Additionally, this experience will create opportunities for participants to explore their leadership characteristics as well as positively develop social patterns on their problem solving, communication, confidence, and locus of control abilities (Çelebi and Özen 2004 Experimental learning is based on a student-participant oriented learning process instead of a traditional teacher-trainer learning process and it should be a combination of experience, perception, cognition, and behavior. Even if most of the open-field and adventure programs focus on physical challenges in the natural environment, experimental learning is defined as a holistic method (Hopkins and Putnam, 1993).In the penetrated pedagogical philosophy, the safety of all points including the existence of percei...

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“…Previous research found increased identity development as well as growth in interpersonal skills and positive self-schema among students who participate in outdoor adventure programs (Russell, 2003;Sibthorp & Morgan, 2011;Sibthorp, Paisley, Gookin, & Furman, 2008). OB specifically has been found to contribute significantly to building skills needed for successful relationship development, such as emotional self-efficacy, (Sheard & Golby, 2006) as well as improved communication and reflective thinking (Fleming & Eames, 2005).…”

Section: The Role Of Outdoor Education Programmingmentioning

confidence: 99%

Seeing the Growth: Strengthening Teacher Connectedness Through Outward Bound Excursions

Turke

Caldas

Kågesten

et al. 2017

JYD

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Positive teacher-student relationships are protective for various health outcomes in adolescence. Evidence suggests that outdoor education programs, such as Outward Bound (OB), have the potential to encourage social skill development, but little research has investigated programs’ effects on teacher-student relationships. This study assessed high-school teacher connectedness following participation in OB excursions. Twelve in-depth interviews with teachers and two focus groups with OB instructors were conducted in the Chesapeake Bay area. Data were analyzed in Atlas.ti using an iterative, Grounded Theory methodology. As OB trips altered the role teachers often played in their classrooms, informants perceived increased trust with participating students as they developed shared memories. The effects of OB extend beyond individual-level outcomes to encourage positive relationships between high-school teachers and their students. Given these findings, educators may want to consider incorporating outdoor education programs into their curricula as a way to engage teachers and students beyond their prescribed roles in the classroom.

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The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development

Cited by 59 publications

References 66 publications

Effects of a Developmental Adventure on the Self-Esteem of College Students

Effects of a Developmental Adventure on the Self-Esteem of College Students

Examining the effect of artificial wall climbing as a leisure time activity on undergraduate's problem-solving skills

Seeing the Growth: Strengthening Teacher Connectedness Through Outward Bound Excursions

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