Journal of Outdoor Recreation, Education, and Leadership

Australian Journal of Outdoor Education (AJOE) Table of Contents 16(1)

Thu, 13 Jun 2013 04:52:05 PDT

Journal of Adventure Education and Outdoor Learning (JAEOL) Table of Contents, Volume 13(2)

Thu, 13 Jun 2013 04:52:04 PDT

Journal of Experiential Education (JEE) Table of Contents, Volume 36(2)

Thu, 13 Jun 2013 04:52:03 PDT

Assessment of readjusting to life after completing a thru-hike of the Appalachian Trail

Benjamin Turley et al. — Thu, 13 Jun 2013 04:52:02 PDT

Hundreds of individual participate in the outdoor recreation activity of hiking the entire length of the Appalachian Trail each year. Research had been conducted on various aspects of hiking, but limited research is available on the post thru-hike experience. Research on place attachment and culture shock served as a basis for this study to uncover how individuals readjust to life after hiking on the AT. Ten telephone interviews were conducted during the winter of 2011 with hikers from 2009 or 2010. Themes emerged from the data to show similar outcomes. Results indicated that thru-hikers have difficulty with the readjustment process, experience personal life changes, miss aspects of the AT and have motivation towards other long term goals. This study shows that hikers feel a strong connection to the trail, thus more efforts should be taken to protect such an important place to many individuals.

Examining backcountry adventure as a spiritual experience

Paul E. Marsh et al. — Thu, 13 Jun 2013 04:52:01 PDT

The study was conducted to establish an understanding of what is meant when someone describes a backcountry adventure as being a spiritual experience and to better understand the relationships between the attributes, consequences, and values (ACV) of these spiritual experiences. Interviews were conducted with 63 backcountry users in the region of Teton Pass, Wyoming. Informant statements were coded for content analysis and implication matrices were generated for the frequency of association between the ACV concepts represented in each hierarchical value map (HVM). An analysis of informant subgroups was conducted. The eight values identified represent what informants considered as their meaning of a spiritual experience. The most frequently expressed values were a transcendent experience (63%), increased awareness (46%), connection to others (43%), and a sense of fulfillment (29%). Other ACV concepts and ACV associations that contribute to spiritual meaning were identified. The findings could be useful for recreationists, program managers, marketers, and resource managers.

Examining the motivation and involvement of Chinese rock climbers

Chen Ding et al. — Thu, 13 Jun 2013 04:52:00 PDT

The purpose of this research was to investigate the motivations and involvement of Chinese rock climbers. Rock climbing has experienced considerable growth in many regions of China over the last decade, yet there is little published research on this outdoor recreation user group. A questionnaire was distributed on-site in Yangshuo, China in 2010 (n=256). A profile of the respondents showed a male-dominated sample with mean age of 31 years and active in indoor and outdoor sports climbing. Factor analysis of motivational items resulted in five dimensions: stress release & escape, achievement, experience nature & develop knowledge, experience adventure, and interaction with peers. Results for the involvement items yielded three factors: attraction, risk consequence and sign. The involvement factors were positively influenced by several of the motivational factors. The findings provide baseline information in understanding more about rock climbers which will prompt theoretical research and provide practical applications for this growing outdoor activity in China.

Breaking the mold: Impacts of adventure education on girls

Anja Whittington et al. — Thu, 13 Jun 2013 04:51:59 PDT

Adventure education programs have been created to address the developmental needs of adolescent girls. Such programs must be evaluated to determine whether they are having their intended impact. The purpose of this evaluation was to examine whether Dirt Divas, a mountain bike and empowerment program for girls, accomplishes its goals. Using a three-point numerical rating scale and open-ended questions on post-program evaluations and qualitative interviews, the authors evaluated whether Dirt Divas was meeting its goals to: (a) strengthen girls’ physical activity and promote positive body image, (b) foster positive gender identity development and resistance to gender role stereotypes, and (c) support girls’ resiliency. Findings suggest Dirt Divas impacts girls in the following ways: increased confidence in physical activity, feelings of physical strength, confidence, self-esteem, perseverance, courage, resiliency, a connection with other girls and a sense of self. Less clear are impacts on gender identity development, gender role stereotypes and body image.

Undergraduate perceptions regarding the debrief process in adventure-based learning: Exploring the credibility of the Sunday Afternoon Drive debrief model

Paul T. Stuhr et al. — Thu, 13 Jun 2013 04:51:58 PDT

Adventure-based learning (ABL) has the potential to help teachers promote prosocial learning environments (Stuhr & Baringer, 2005; Stuhr, Sutherland, & Ressler, 2012). Within ABL, a student-centered debrief is essential in helping students make sense of intra- and interpersonal relationships (Sutherland, Ressler, & Stuhr, 2012; Stuhr et al., 2012). This study was conducted to determine further insight into the use of the Sunday Afternoon Drive debrief model (Sutherland, 2011) that was created for facilitators to maximize the effectiveness of the student-driven debrief. Findings indicated that using the Sunday Afternoon Drive debrief model increased student-centered facilitation. Recommendations for teacher educators include how to best help novice facilitators successfully implement the Sunday Afternoon Drive debrief model by providing: examples of meaningful and complete debrief sessions; opportunities to lead the debrief process; and critique sessions to point out to teacher candidates what did and did not work well during the debrief.

Development of emotional intelligence through an outdoor leadership program

Aya Hayashi et al. — Thu, 13 Jun 2013 04:51:57 PDT

Emotional intelligence (EI) has become an increasingly popular construct for identifying and developing effective leaders. It is defined as “the subset of social intelligence that involves the ability to monitor one’s own, and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions” (Salovey & Mayer, 1990). In this study, the development of emotional intelligence through participation in an outdoor leadership program is examined through a sample of 72 students participating in Wilderness Education Association courses. Using a mixed method design including quantitative and qualitative approaches in order to obtain broader understanding, four measures were used to examine the relationship between EI and an outdoor leadership experience. The results indicated that a wilderness-based outdoor leadership program was effective in elevating levels of EI. In addition, specific course components and level of experience also played important roles in the development of EI. The developmental stage of EI is also discussed.

Improving awareness of outdoor recreation research by keeping good company: Editors' notes

Andrew J. Bobilya et al. — Thu, 13 Jun 2013 04:51:56 PDT

Australian Journal of Outdoor Education (AJOE) Table of Contents, Volume 16(1)

Tue, 30 Oct 2012 14:04:01 PDT

Journal of Adventure Education and Outdoor Learning (JAEOL) Table of Contents, Volume 12(3)

Tue, 30 Oct 2012 14:03:58 PDT

Journal of Experiential Education (JEE) Table of Contents, Vol 35(3)

Wed, 24 Oct 2012 20:12:36 PDT

Using critical action research to enhance outdoor adventure education instructional practice

Christopher R. Pelchat et al. — Wed, 24 Oct 2012 20:12:35 PDT

Few research studies have been conducted concerning instructional practices in outdoor adventure education (Crosby, 2000; Phipps & Claxton, 1997). The application of critical action research strategies to enhance instructional practice within an outdoor adventure education preparation program is explored as a possible methodology to add to this knowledge base. The study took place within a program consisting of a collection of college courses called the Outdoor Adventure Leadership Immersion Semester Program (OAL ISP). Nine participants, two apprentice instructors, and the instructor of record were immersed within the experience for four months while conducting the study. Data from evolutive mini group sessions, collaborative discussions, instructional observations, and participant journals revealed three themes regarding the modification of instructional practice. These themes included assessing experience through journal construction, leadership melioration through leader of the day experiences, and enhancing reflection through journal topic development. The methodology used in this study provides a platform from which to examine how to improve outdoor adventure education instructional practice.

“Black and white thinkers” and “colorful problems”: Understanding student thinking in outdoor education

Rachel H. Collins et al. — Wed, 24 Oct 2012 20:12:34 PDT

Effective outdoor educators need to understand the developmental characteristics of students to best tailor programs to capitalize upon their capabilities. To the extent that learning is a primary objective of outdoor education programs, understanding our students’ intellectual processes, specifically, can enhance our effectiveness in achieving this goal. This article presents several frameworks for understanding the developmental knowledge construction of adolescent, college-aged, and young adult students that were developed in traditional education settings. The purpose of this study was to determine the relevance of these models in an adventure education setting. Qualitative data were collected from students of the National Outdoor Leadership School. Results indicate that, despite differences between traditional and adventure learning environments and the types of problems students encounter in those settings, established framework of developmental knowledge construction are observable in the outdoor education classroom. Implications for teaching to developmentally different populations of students are discussed.

Parental anxious expectations and child anxiety predicting homesickness during overnight summer camp

Julie Kingery et al. — Wed, 24 Oct 2012 20:12:32 PDT

Although mild homesickness during summer camp is common, 10 to 20% of children report moderate to severe homesickness that can interfere with their functioning during camp. Previous research has considered many risk and protective factors for homesickness, including prior camp experience and coping strategies. Few studies have examined the role of parent or child anxiety. Both are associated with child adjustment difficulties in school and clinic settings, but have rarely been examined in the camp setting. This exploratory study examined parents’ worries about sending their children to camp, and children’s anxiety symptoms in predicting homesickness during overnight summer camp. Participants included 275 children and adolescents (7 to 14 years, 131 male and 144 female). At the beginning of camp, parents/guardians reported their anxious expectations, and children completed several items from the Screen for Child Anxiety and Related Emotional Disorders (SCARED). Near the end of camp, children reported the amount of homesickness they experienced using items from the Rate Your Day-Revised checklist. The regression model accounted for 36% of the variance in homesickness, with younger child age, less prior camp experience, higher parental anxious expectations, and greater child separation anxiety uniquely predicting homesickness. Implications for including strategies for parents in homesickness prevention programs are discussed.

Personal, environmental, and social predictors of camp staff burnout

Andrew W. Bailey et al. — Wed, 24 Oct 2012 20:12:31 PDT

Burnout refers to a loss of productivity due to emotional exhaustion and depersonalization which is common in occupations requiring high levels of personal interaction. Much work has been done to elucidate predictors of burnout in the fields of education, psychology, and social work. While informative, these studies do not directly apply to the unique context of summer camp employment. This study was designed to address the dearth of empirical research on burnout in the camping context. A total of 124 staff at four camps completed surveys before beginning their summer work and again before their last week of work. Results indicate that staff exhibit significant declines in well-being and high levels of burnout over the course of the summer. Key preventers of burnout include feeling valued, time off, appropriate expectations, reflection, and group cohesion. Implications for youth development professionals are discussed regarding these findings and those of previous studies.

Co-instructing on extended wilderness expeditions: A phenomenological inquiry

Franklin Vernon et al. — Wed, 24 Oct 2012 20:12:30 PDT

The practice of co-instructing in North American outdoor adventure education programs, although ubiquitous, has received minimal research attention. Instead, leadership and instruction are discussed primarily as individual practices and as a matter of enacting institutionally prescribed skills, judgments, and responsibilities. Likewise, instructors’ lived experiences are infrequently represented in outdoor adventure education literature, perhaps stemming from an emphasis on “ideal” leadership qualities and roles in the research and training literature. The qualitative study reported in this article attended to the experiences of program co-instructors as well as the phenomenon of co-instruction. Phenomenological analysis revealed co-instructing among these participants as essentially a negotiated relationship constituted by themes of living work, the dilemma of the super-instructor, sizing up, and relational resolutions, through which staff interpreted both professional and personal meaning. Implications for practice and future research are discussed.

Editors' Notes

Andrew J. Bobilya et al. — Wed, 24 Oct 2012 20:12:28 PDT

The importance of the unplanned and uncertainty in the development of outdoor leaders.

Whitney Ward — Sat, 30 Jun 2012 16:02:38 PDT