Leisure Studies Commons^™

Fostering Leadership Through A Three-Week Experience: Does Outdoor Education Make A Difference?, Alan Ewert, Jillisa Overholt

Research in Outdoor Education

Leadership is one of the principal goals and desired outcomes from participation for many outdoor education programs. This study examines the effectiveness of a short-term expedition-based outdoor experience on the leadership skill level of program participants. Results demonstrate a significant increase in self-reported leadership skills over time for the treatment group, p < .001, as well as a significant difference in leadership skill levels between the treatment group and the control group, p < .05. It is argued that outdoor education settings offer the types of hands-on and diverse experiential leadership development opportunities that are often lacking in other leadership development realms. Building on current leadership theory, implications for outdoor leadership training programs are discussed and several models of outdoor leadership skill development are presented.

Re-Thinking Group Development In Adventure Programming: A Qualitative Examination, Levi Dexel, Bruce Martin, Laura Black, Aiko Yoshino

Research in Outdoor Education

The purpose of the study was to re-examine the efficacy of Tuckman's (1965) model of group development in adventure programming. More specifically, the researchers were interested in comparing Tuckman's traditional sequential model to more contemporary non-sequential and integrative models that have emerged as alternative ways to conceptualize the process of group development. The researchers used a case study approach (Merriam, 2001) and techniques characteristic of naturalistic inquiry (Lincoln & Guba, 1985) to explore the nature of group development among participants in a weeklong sea kayaking expedition. The researchers concluded that more contemporary models of group development more accurately explained the …

Children's Perceptions Of An Environmental Leadership Program: Camp 2 Grow, Karla Henderson, Barry Garst, M. Deborah Bialeschki, David Santucci

Research in Outdoor Education

Nature-deficit disorder has been highlighted as a concern for today's children. Organized camps for children have traditionally been associated with nature-based opportunities. However, the role that camps have in developing an appreciation for the outdoors and environmental stewardship has not been documented. The purpose of this study was to evaluate youths' perceived connections to nature resulting from a pilot test of a leadership and environmental stewardship program (i.e., Camp 2 Grow) undertaken at organized resident camps during the summer of 2009. Qualitative analyses of personal reflection journals were used. Campers recognized through this program that having the freedom to enjoy …

Longitudinal Participant Outcomes Associated With Outward Bound And National Outdoor Leadership School: A Means-End Investigation, Marni Goldenberg, Katherine Soule, Jason Cummings, Dan Pronsolino

Research in Outdoor Education

Means-end theory was used to analyze differences in outcomes from original and follow-up interviews occurring over the three subsequent years after Outward Bound (OB) and National Outdoor Leadership School (NOLS) course participation. In 2006, a semi-structured, in-person interview was conducted after participants (N=510) completed their course. In 2007, 2008, and 2009, semi-structured telephone interviews were conducted with a convenience sample of original participants. Results of this study show how OB and NOLS programs continue to increase participant self-respect, self-esteem, and self-confidence, provide a sense of accomplishment, and impart transferable lessons and skills three years after course participation. Understanding such participant …

Editor's Introduction And Acknowledgments, Jennifer Hinton, Jim Sibthorp, Anderson B. Young, Michael A. Anderson

Research in Outdoor Education

The article offers information related to papers that were published in the publication "Research in Outdoor Education" Volume 9, as well as acknowledging the efforts of all who contributed to the publication.

Preface, Anderson B. Young

Research in Outdoor Education

A preface to the journal "Research in Outdoor Education," volume 9 is presented by the author on behalf of the Coalition for Education in the Outdoors (CEO) Research Committee.

Front Matter, Coalition For Education In The Outdoors (Ceo)

Research in Outdoor Education

The Coalition for Education in the Outdoors is a network of institutions, organizations, agencies, centers, businesses, and associations linked and communicating in support of the broad purposes of education in, for, and about the outdoors. The Coalition assists in identifying the needs of its affiliates in meeting their various constituent needs, as well as advancing the mission of outdoor education globally. A Research Task Force was initiated by the Coalition in 1990 with the purpose of supporting the conduct of research in the field and dissemination of the results. The symposium at Bradford Woods and this publication offer evidence of …

Quality Youth Development And The Camp Experience: Results From A Program Improvement Process, M. Deborah Bialeschki

Research in Outdoor Education

Many camp professionals find themselves challenged by their funders, boards, and parents to address the issue of quality of the experiences they offer to youth. Within the larger youth development community, this issue Is receiving critical attention with more evaluations including an assessment of program quality and incorporating setting-level measures in their designs. At the practice level, organizations are looking for tools to help document effective practice and allow practitioners to assess, ·reflect on, and improve their programs (Yohalem, Wilson­Ahlstrom, Fischer, & Shinn, 2007). The purpose of this paper is to describe the results of a program improvement process the …

An Exploration Of Camp Directors' Affective Connection To Nature And Camp Programming, Penny A. James, Karla A. Henderson, Barry Garst

Research in Outdoor Education

Organized camping has a long history of providing outdoor recreation and environmental education. Louv's (2005) charge that organized camping has shifted away from tradition raises many questions. This study focuses on the role and influence of camp directors on nature opportunities for children within the camp environment. Camp directors set the tone for camp through communication of the mission and philosophy, and managerial decision-making that influences the organization, daily operation, staffing, and programming options of a particular camp (Ball & Ball, 2004). If programming shifts, as Louv suggested, it requires the sanction and leadership of camp directors. Given the findings …

A Means-End Study Of Outcome Differences Of Females And Males Associated With Outward Bound And National Outdoor Leadership School, Marni Goldenberg, Jason Cummings, Dan Pronsolino

Research in Outdoor Education

This study compares outcomes of male and female participants from Outward Bound (OB) and National Outdoor Leadership Schools (NOLS) courses during the summer of 2006. Means-end theory was used to analyze the differences in males versus females from the 510 subjects' responses. Understanding the differences between the outcomes males and females obtain can lead to specific programming objectives. This can impact how organizations such as OB and NOLS program for both gender-specific and co-educational groups. So therefore, by gaining knowledge of differences between males and females we can then gain an understanding of gender roles and frameworks.

The Effect Of Leadership Style On Sense Of Community And Group Cohesion In Outdoor Pursuits Trip Groups, Timothy S. O'Connell, Sharon Todd, Mary Breunig, Anderson B. Young, Lynn Anderson, Dale Anderson

Research in Outdoor Education

Outdoor pursuits trip programs are widely popular around the world (Attarian, 2001). Many of these programs are centered in colleges and universities, and may be either academic or extracurricular in nature. Participants in these programs engage in a variety of outdoor adventure recreation activities such as backpacking, canoeing, rock climbing, sea kayaking, and caving. Outcomes of participation in these programs include (among others): enhanced problem solving skills; appreciation of the natural environment; increased self-confidence; accomplishment of common goals and objectives; and the development of positive group experiences and interpersonal relationships (Ewert & McAvoy, 2000; Martin, Cashel, Wagstaff, & Breunig, 2006). …

Predictors Of Participant Development Through Adventure Programs: Replication And Extension Of Previous Findings From Nols, Karen Paisley, Jim Sibthorp, Nate Furman, Scott Schumann, John Gookin, Leo H. Mcavoy

Research in Outdoor Education

This study continues the examination of one of the largest and most established adventure education programs in the world, the National Outdoor Leadership School (NOLS). Founded in 1965, NOLS has developed 11 branches worldwide and has graduated over 75,000 students. NOLS was originally known as a wilderness skills school, but quickly expanded their program goals and emphases to include leadership training, communication skills, expedition behavior, environmental awareness, and safety and judgment. NOLS courses include those for youth, adults, and intact groups who contract with NOLS for topic-specific courses. Courses range from eight days to months long semester courses. College credit …

An Evaluation Of The Impact Of A One-Week Summer Camp Experience On Participants' Social Skill Development, Paul Shirilla, Michael Gass, Chris Conlon

Research in Outdoor Education

Social skill development is emerging as an important issue for educators and practitioners in their work with adolescent youth. Within the summer camp industry, youth development researchers are beginning to focus more intentionally on the ability of summer camp programming to develop social skill capacity among its participants (Thurber, Scanlin, Scheuler, & Henderson, 2007). While research in camp settings has been occurring for several decades, much of the inquiry has been descriptive in nature (Henderson, Thurber, Scanlin, & Bialeschki, 2007) or focused on individual psychological traits such as self-esteem and self-concept.(Gillis & Speelman, 2007). More recently, however, social skill development …

The Impact Of Social Support Networks On Adventure Program Outcomes, Jeff Turner

Research in Outdoor Education

Adventure recreation pursuits can be used as a vehicle for educational growth through a phenomenon known as adventure education (Priest, 1986). While many different types of adventure education programs exist, all are based at least in part on the traditional Outward Bound model. Walsh and Golins (1976) developed the Outward Bound Process model in an attempt to describe how adventure education programs lead to interpersonal and intrapersonal growth. They suggest that an adventure program's efficacy lies in placing the learner in a combination of novel physical, task, and social environments. This combination of setting characteristics creates a state of dissonance …

Long-Term Impacts Attributed To Participation In Adventure Education: Preliminary Findings From Nols, Jim Sibthorp, Nathan Furman, Karen Paisley, John Gookin

Research in Outdoor Education

One of the key issues in the field of adventure education is determining the lasting value of adventure experiences after a program ends and participants return to life at home (e.g., McAvoy, Holman, Goldenberg, Klenowsky, 2006; Wolfe & Samdahl, 2005). While anecdotal reports regarding life-changing and transformative experiences through adventure program participation are common, very few studies have examined the impacts of adventure education programs months or years . after completion. One of the main challenges of documenting and studying learning transfer in adventure education, is that most of the transfer content and contexts would be termed "far transfer," which …

Editor's Introduction And Acknowledgments, Karen Paisley, Leo H. Mcavoy, Anderson B. Young, Wynn Shooter, Joshua Bochniak

Research in Outdoor Education

An introduction to the journal "Research in Outdoor Education," volume 8 is presented by the authors on behalf of the Coalition for Education in the Outdoors (CEO) Research Committee.

Front Matter, Coalitition For Education In The Outdoors (Ceo)

Research in Outdoor Education

The Coalition for Education in the Outdoors is a network of institutions, organizations, agencies, centers, businesses, and associations linked and communicating in support of the broad purposes of education in, for, and about the outdoors. The Coalition assists in identifying the needs of its affiliates, in meeting their various constituent needs, as well as advancing the mission of outdoor education globally.

A Research Task Force was initiated by the Coalition in 1990 with the purpose of supporting the conduct of research in the field and dissemination of the results. The symposium at Bradford Woods and this publication offer evidence of …

Preface, Anderson B. Young

Research in Outdoor Education

A preface to the journal "Research in Outdoor Education," volume 8 is presented by the author on behalf of the Coalition for Education in the Outdoors (CEO) Research Committee.

The Program Development Process: Developing Optimal Youth Development Environments Through The Camp Experience, M. Deborah Bialeschki, Margery M. Scanlin, Michelle Alberti Gambone, Cynthia L. Sipe

Research in Outdoor Education

Many camp professionals find themselves continually challenged to document the value of the camp experience for youth. Funders want to hold camps accountable to their goals, boards want to see evidence that camp programs result in benefits in line with the organization's mission, and directors themselves want to know if they achieved the desired outcomes as well the most effective "best practices". The American Camp Association (ACA) teamed with Youth Development Strategies, Inc. (YDSI) in a project to look at how campers assessed their camp experiences on outcomes that contribute to positive youth development. The purpose of this study was …

Environmental Desirability Responding: One Possibility In Addressing The Attitude-Behavior Gap, Alan Ewert, Graeme Galloway

Research in Outdoor Education

One of the underlying assumptions made by many outdoor education programs is that a student's attitude toward the natural environment can be modified toward more pro-environmental beliefs through the acquisition of new knowledge and direct experiences with or in those environments. In tum, these attitudes can lead to behavior changes that possibly lead to more pro-environment actions, such as recycling, reduced consumption patterns, or even advocacy. Thus, using a properly sequenced set of knowledge and experiences in order to develop informed and pro­-environment attitudes and behaviors has become one' standard way to design both outdoor education activities and curricula.

One …

Investigating The Long-Term Impact Of Adventure Education: A Retrospective Study Of Outward Bound Singapore's Classic 21-Day Challenge Course, Michael Gassner, Abdul Kahlid, Keith Russell

Research in Outdoor Education

This study was conducted to further our understanding of the impact an outdoor adventure education experience has on participants' personal and professional life. Outdoor adventure education follows an experiential philosophy of learning and takes place primarily through sensory involvement with the natural world (Priest and Gass, 1997). Ewert and McAvoy (2000) have mentioned that the transfer of benefits of adventure programs and their components to work and everyday life have often been neglected in research.

An Employee Perspective Of Service In An Outdoor Education Organization: A Means-End Study, Marni Goldenberg, Dan Pronsolino, David B. Klenosky

Research in Outdoor Education

This research examined staff perceptions of the outcomes and values of service in an outdoor education organization through an approach known as means-end analysis. Means-end analysis provides a framework to identify and explore the interrelationships among the important attributes, consequences (i.e., benefits and outcomes), and values of a product or service (Gutman, 1982; Klenosky, Gengler, & Mulvey, 1993). Typically, the means-end approach bas focused on decision-making behavior of consumers. More recent applications have used the approach to understand the outcomes associated with ropes course programming (Goldenberg, Klenosky, O'Leary, & Templin, 2000) and the components of an Outward Bound experience (Goldenberg, …

Environmental Sensitivity And Outdoor Recreation Setting Preferences, Tinelle Bustam, Anderson B. Young, Sharon Todd

Research in Outdoor Education

Over the last 30 years, researchers have considered the complexities of "environmental sensitivity," specifically, the factors that cause people to care or be concerned about the environment. Such research emerges from the notion that environmental sensitivity is the first step in a developmental process that leads persons toward environmental literacy or what Chawla (1998) calls a sense of "ownership" and "empowerment" (p. 11) regarding protection of the environment. In this sense, environmental sensitivity becomes the foundation on which environmental educators can build. By exploring the relationship between environmental sensitivity and other variables, environmental educators may be provided with means of …

Leadership And L.B. Sharp: Narratives Shared Of A Revered Outdoor Educator, Julie A. Carlson

Research in Outdoor Education

This article reviews the contributions to the field of outdoor education made by Dr. Lloyd Burgess Sharp.

Collective Meanings Of An Outdoor Leadership Program Experience As Lived By Participants, Andy Ballard, Amy Shellman, Aya Hayashi

Research in Outdoor Education

The purpose of this study was to describe the perceptions and meanings of the lived experiences of participants of the Conservation and Outdoor Recreation/Education (CORE) program at Indiana University. It is hoped that the information provided in this study will help to meet the call for methodological pluralism and allow program developers and the research community at large to gain a more descriptive and thorough account of the outdoor leadership development experiences of program participants, with the ultimate goal of improving outdoor leadership programs.

The Influence Of A Wilderness Experience Program On Students' Attitudes Toward Wilderness, Betsy R. Lindley

Research in Outdoor Education

The purpose of the study was to examine how a wilderness education program (WEP) influenced students' attitudes towards wilderness and to understand what part of the experience students perceived led to changes in their attitudes toward wilderness protection and preservation. Developing a better understanding of how education influences environmental beliefs, attitudes, and behaviors is important in the wilderness education and resource management fields as they seek the best methods to preserve wildland resources.

An Investigation Of Self-Efficacy In A Freshman Wilderness Experience Program, Jennifer L. Hinton, Danny L. Twilley, Robin Mittelstaedt

Research in Outdoor Education

The purpose of this study was to further investigate the link(s) between wilderness programs and the development of self-efficacy in first-year college students. Self-efficacy in first year college students is important because in order for students to successfully complete college, they have to deal or cope with many challenges and stressors, and the higher one's self-efficacy the more likely students are to actively cope with the challenges and stresses they face (Davenport & Lane, 2006). The study also explored how participants in the wilderness group were impacted in specific ways,in relation to their self-efficacy based on self-reported statements provided in …

Inclusion At Residential Outdoor Environmental Education Centers: A Survey Of Current Practices, Kendra Liddicoat, Jim Rogers, Lynn Anderson

Research in Outdoor Education

In recent decades, persons with disabilities have become increasingly integrated into all aspects of society, including education and-recreation programs. In schools, this change has resulted from an understanding that provision of "a least restrictive environment," as mandated by the Individuals with Disabilities Education Act (IDEA), is often a regular education classroom rather than a segregated special education one. On a broader level, the Americans with Disabilities Act (ADA) has spurred recreation and social programs to make their facilities welcoming and accessible to all. As providers of school-sponsored as well as public programs, residential outdoor environmental education centers are also expected …

The Wilderness Solo: The Effect Of Intentional Design, Andrew J. Bobilya, Kenneth R. Kalisch

Research in Outdoor Education

The purpose of this exploratory study was to investigate the influence of intentional design by the instructor regarding the Solo's (a) purpose and framing, (b) instructor visit, and (c) individual and group debriefing. This study extends the previous Solo research by hypothesizing that the purposeful planning, framing, visits, and debriefing by the instructor play a role in determining the quality of Solo experience. The study was supported by three major theoretical frames - the Hendee & Brown Model (1988), Kolb's (1984) Experiential Learning Cycle, and Csikszentmihalyi's (1991) Flow Theory.

The Effect Of Activities For Effective Processing In An Adventure Education Program On Participants' Personal Development, Eri Araki, Taito Okamura, Hiroshi Hamatani

Research in Outdoor Education

The purpose of this study was to determine the effect of preplanned activities for effective processing, such as framing, debriefing, and transferring, on participant's depth of reflection and personal development. Adventure education programs based on experiential learning methods had spread slowly in Japanese outdoor education. However, recent research concluded that adventure programs without constructed activities for processing affected personal growth and development. Sugerman (2000) describes that some participants are able to reflect spontaneously to understand the meaning of. the experience. Other participants are not able to reflect spontaneously about the experience and are unable to extract meaning from the experience. …