Outdoor Education: Definition, outcome and process
Introduction:
There are many ways people may define Outdoor Adventure Education. Outdoor education and its outcomes can be different depending on the individual or the participant. Hodgson and Berry (2011) suggested Outdoor or Adventure education is a form of experiential learning which is typically associated with activities involving risk. Hattie, Marsh, Neill and Richards (1997) stated that an Outdoor education programs have common features which include; small groups, wilderness or backcountry, mentally or physically challenging activities and intense use of group problem solving. Combining these literatures we can define Outdoor education as a form of group and individual learning in …show more content…
These outcomes have been supported by many authors to be positively or negatively affected by Outdoor Education Programmes that feature a personal growth focus in their programmes. An example of a programme such as this is Outward Bound (Kirk, Macdonald & O 'Sullivan, 2006). Participants in the survey indicated 37% effect size on initial reflection, yet a drop to 14% was found when follow up evaluations were completed. This can be supported by Neill (2002) who stated that the overall results of his meta-analysis indicated a positive short-term enhancement or behavioral change of the …show more content…
These effects are known as outcomes and differ between authors. The outcome identified in this report is Locus of Control. Locus of control surrounds the idea that an individual perceives a result from their own behaviours or from forces external to them. This definition splits two types of locus of control which include internal and external. Throughout the literature it can be seen that participants are more inclined to improve or notice a change in their internal locus of control. Outward Bound programmes have been utilized as an example for achieving this outcome, as participants have reported a strong sense of internal locus of control after participating in the programme. Another example of participants noting a change in their locus of control involves an element of risk, such as a ropes course.
This report has been grounded by assumptions found in multiple pieces of literature. There are many different factors that can effect ones achievement of outcomes when participating in outdoor education programmes. The two factors found to have the most effect on ones locus of control are the programmes goal and the daily
Introduction:
There are many ways people may define Outdoor Adventure Education. Outdoor education and its outcomes can be different depending on the individual or the participant. Hodgson and Berry (2011) suggested Outdoor or Adventure education is a form of experiential learning which is typically associated with activities involving risk. Hattie, Marsh, Neill and Richards (1997) stated that an Outdoor education programs have common features which include; small groups, wilderness or backcountry, mentally or physically challenging activities and intense use of group problem solving. Combining these literatures we can define Outdoor education as a form of group and individual learning in …show more content…
These outcomes have been supported by many authors to be positively or negatively affected by Outdoor Education Programmes that feature a personal growth focus in their programmes. An example of a programme such as this is Outward Bound (Kirk, Macdonald & O 'Sullivan, 2006). Participants in the survey indicated 37% effect size on initial reflection, yet a drop to 14% was found when follow up evaluations were completed. This can be supported by Neill (2002) who stated that the overall results of his meta-analysis indicated a positive short-term enhancement or behavioral change of the …show more content…
These effects are known as outcomes and differ between authors. The outcome identified in this report is Locus of Control. Locus of control surrounds the idea that an individual perceives a result from their own behaviours or from forces external to them. This definition splits two types of locus of control which include internal and external. Throughout the literature it can be seen that participants are more inclined to improve or notice a change in their internal locus of control. Outward Bound programmes have been utilized as an example for achieving this outcome, as participants have reported a strong sense of internal locus of control after participating in the programme. Another example of participants noting a change in their locus of control involves an element of risk, such as a ropes course.
This report has been grounded by assumptions found in multiple pieces of literature. There are many different factors that can effect ones achievement of outcomes when participating in outdoor education programmes. The two factors found to have the most effect on ones locus of control are the programmes goal and the daily