Adventure Programs Research Articles

Urban Youth Perspectives on the Benefits and Challenges of Outdoor Adventure Camp

Consistent evidence indicates that urban youth, and particularly youth of color, report relatively low levels of participation in quality youth program experiences and spend less time outdoors as compared to non-urban and White youth. Outdoor adventure camps (OACs) provide an excellent opportunity for engaging these youth in experiences that can help promote positive youth development (PYD). In the present study, we examined the experiences and perceptions of 75 urban youth who participated in a 3-day high adventure camp experience. Through a mixed-method approach, results indicated that urban youth from all racial and ethnic backgrounds grew in several PYD outcomes including social competencies and self-improvement capacities. Many youth also reported growing in their connection to nature as a consequence of participating in the OAC. Youth thought camp was a positive and worthwhile experience, reflecting key attributes of a PYD setting. Overall, the OAC provided a challenging and engaging growth environment for youth. Findings highlight implications for socially just and culturally inclusive outdoor adventure programming aimed at diverse urban youth.

Changes in psychiatric symptoms and psychological processes among veterans participating in a therapeutic adventure program.

When veterans need effective mental health treatment, many are reluctant to engage in traditional treatment modalities because of stigma. Therapeutic adventure shows promise as a way to engage veterans and enact positive changes in functioning, but little is known about how therapeutic adventure impacts mental health symptoms among veterans. This study examined changes in mental health symptoms and related psychological processes over the course of a 6-day Outward Bound for Veterans (OB4V) program and at a 1-month follow-up. This study examined data from 77 U.S. military veterans with psychiatric diagnoses. The authors hypothesized that participants would report significant reductions in mental health symptoms over the course of the program and following its completion, as well as significant improvements in psychological processes that included initiative for psychological growth, psychological attitudes, attitudes toward help-seeking, psychological mindedness, and emotional suppression. A repeated-measures analysis of variance was performed on each of the dependent variables. Results showed that, from pre- to postprogram, participants reported significant improvement in life purpose satisfaction and self-confidence during stressful situations. Further, from preprogram to 1-month postprogram, veterans reported increased psychological mindedness, increased engagement to promote personal growth, decreased mental health symptomology, decreased emotional suppression, and an increase in positive attitude toward seeking professional psychological help. These improvements were significant during the OB4V program and even continued to improve after the program ended, showing the promise of therapeutic adventure as a modality to address veterans' mental health issues. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

A Effects of Media Exposure and My Trip My Adventure Impressions on Interest in Enhancing Nature Conservation : Study at Mapala University Community

Now days there have been many television shows which are documentation, travel, and trips that are broadcast by tv stations and much favored by the community especially young people like My Trip My Adventure is one of the educational programs whose purpose is to provide knowledge and invite the audience to learn more about preserving nature. In relation the researcher took the object of the Nature Lover Student (Mapala) member. The purpose of this study is whether there is an influence of exposure to television media and the My Trip My Adventure program simultaneously on the interest in improving nature conservation in the Mapala Community. The theory used by Uses and Gratification and Cultivation Theory. The research method used is a quantitative method. Data collection techniques were carried out using a questionnaire method. The results of this study partially had no effect on the media's exposure to the interest in preserving with t count 633 <t table 1,997 and the Sig. 0.528> 0.05, while Impressions My Trip My Adventure influences the interest in preserving t count 6,778> t table 1,975 and sig value 0,000 <0.05. This is concluded with the coefficient of determination showing the results of the influence of variables X1 (media exposure) and X2 (impressions) simultaneously on the Y variable (interest) of 54.5% and the remaining 45.5% is influenced by other factor.

Helping factors in an outdoor adventure program

Summary A number of studies have addressed outdoor and adventure programs over the past 50 years. Despite empirical evidence that demonstrates the personal benefits of group interventions, research investigating the mechanisms responsible for these effects is scarce. This is particularly so for groups in natural outdoor and adventure settings. There is therefore a need to improve our understanding of the processes involved. This research focused on personal and interpersonal processes that occurred during an outdoor group expedition. Semi-structured interviews were undertaken with 23 subjects aged between 17 and 21 who had participated in an 18-day expedition. The data are examined through a theoretical framework known as “helping factors” often used when studying benefits of a group intervention. Findings The results show that participation in the program promoted self-understanding, interpersonal learning, socializing techniques, and cohesion. Altruism, imitative behavior, universality, and imparting information were also important. As for existential factors, corrective recapitulation of the family, catharsis, and hope, these were rarely mentioned if not absent. Applications The results give a better understanding of the helping factors in such programs and of their potential role in the group process, as well as their application in social work practice.

The effect of an outdoor adventure programme with selected team-building and cultural activities on the personal effectiveness of students

Students often find it difficult to adjust during the transition from high school to higher education institutions (HEIs). Less than 15% of the students enrolled in South African HEIs actually graduate, and numerous factors affect the success of students at HEIs. However, evidence suggests that outdoor adventure education (OAE) with experiential group-based activities can promote meaningful learning, retention, academic achievement, social support and self-esteem in students. The purpose of this study was to determine the effect of an outdoor adventure programme with selected team-building and indigenous cultural activities on the personal effectiveness of students at a South African HEI in Gauteng Province. On arrival (pre-test) at and on completion (post-test) of a 2-day camp, the Review of Personal Effectiveness with Locus of Control (ROPELOC) instrument was employed to collect quantitative data from a cohort of multicultural university students (n=120). The findings revealed an increase in the overall effectiveness of students. Follow-up interventions are recommended to ensure its sustainability and retention.Keywords: Team building, personal effectiveness, outdoor adventure education.

Exploring Motivations and Constraints of Minority Participation: College Outdoor Adventure Programs

Exploring Motivations and Constraints of Minority Participation: College Outdoor Adventure Programs

The impact of an outdoor adventure program on positive adolescent development: a controlled crossover trial

This paper describes a quasi-experimental crossover trial of an outdoor adventure program for Year 9 school students in Australia. Previous studies have reported a range of positive outcomes of outdoor camps and adventure programs, but cautious interpretation of some claims may be warranted due to limitations in research methods. This study examines a purpose-designed, seven-day outdoor adventure program intended to promote positive adjustment in young people. A total of 335 participants (aged 14–16 years) were recruited from across two Victorian secondary schools. In year 1 (2015), students from school A were recruited to the outdoor program while students from school B were recruited to a control group. In the second year (2016) the roles of each school were switched (crossed over). Outcome measures assessed on five occasions included a range of self-reported social and emotional health indicators. While quantitative analyses did not find support for positive, universal effects of our program, qualitative information gathered across the course of the study suggested that the outdoor program may have been both impactful and positive for some students. This complex picture suggests that effects of the outdoor adventure experience were quite variable amongst participants. Reasons for this pattern of findings are discussed, including the possibility that our quantitative measures may have been insensitive to some benefits. Future work should examine salient moderators of the beneficial effects of outdoor adventure experiences.

Adventure education as aesthetic experience

ABSTRACTThis study is an investigation of what happens to participants during their adventure education (AE) experiences and the meanings they ascribe to those experiences. These topics were explored through the qualitative framework of educational connoisseurship and criticism at three sites: a backpacking expedition, a challenge course and a multi-activity adventure programme. Through 183 hours of observation and 74 interviews with 41 participants, the qualities of AE as aesthetic experience were revealed. This conception of AE experience is characterised through sensory encounters, full attention and aesthetic paradox. Findings are supported with the voices of participants, and the significance of this conception of AE experience is discussed.

Learning Landscapes: The Education Spectrum from Camps to Classrooms

Summer camps and school classrooms are intersecting institutions, both complementing the learning lives of young people. Each summer at camp children enjoy recreational, artistic, nature, and adventure programs that can help them acquire important skills that are not always or explicitly taught in the classroom. Campers practice sportsmanship, positive peer relations, social skills, and a sense of belonging. These activities develop the mindsets and noncognitive factors necessary to reduce summer learning loss and increase academic achievement when campers once again return to school as students in the fall. Including summer camps as a landscape on the education spectrum is essential to shaping more appropriate versions of teaching and learning—versions open to embracing and valuing all settings and the links that exist between these spaces.

Resilience, Peer Relationships, and Confidence: Do Girls’ Programs Promote Positive Change?

The purpose of this study was to analyze whether girls’ levels of resilience increased after participation in a variety of programs. In this study, 711 girls participated in one of four program types: adventure education (n = 71), experiential education (n = 164), traditional camp setting (n = 228), and mixed camp setting (n = 248). The study compared outcomes across program type to examine whether specific program types were more effective at promoting resilience in girls. The researchers analyzed data using 2 (within subjects; Time: Time 1 vs. Time 2) A~ 4 (between subjects; Program Type: Adventure Program, Experiential Program, Traditional Camp, and Mixed Camp Program) mixed model ANOVAs. Results indicate small yet significant changes in resilience for adolescent girls in all program settings. However, the degree of difference appears to be influenced by program type. Subscribe to JOREL

The impact of outdoor youth programs on positive adolescent development: Study protocol for a controlled crossover trial

This paper presents a research protocol for a quasi-experimental crossover trial of an outdoor adventure program for Year 9 school students in Australia. Previous studies have reported a range of positive outcomes of outdoor camps and adventure programs but warrant cautious interpretation due to limitations in research methods typically employed. This study takes place over a period of 36 months and examines a purpose-designed, seven-day outdoor program (camp) intended to promote positive adjustment in young people. Up to 400 participants (ages 14–16 years) will be recruited from across two Victorian secondary schools. Outcome measures include self-reported social and emotional health, and teacher-reported ratings of academic performance and school conduct. Results will be of interest to educators internationally and those involved in improving social and emotional health in adolescents.

Wilderness therapy, therapeutic camping and adventure education in child and youth care literature: A scoping review

Background and objectivesCredible empirical support for the therapeutic potential and positive outcomes associated with outdoor adventure approaches for children, youth and families has grown in the past decade. Historically, child and youth care practice has included therapeutic camps, adventure sport and outdoor recreation although this reality is not reflected in the training and education of practitioners. The purposes of this scoping review were to identify and articulate the extant literature of outdoor adventure programs and approaches found in child and youth care literature between January 1997 and March 2017. MethodPeriodical selection and subsequent publication selection were conducted within Ulrichsweb utilizing specific inclusion/exclusion criteria, search words and abstract reviews. As a scoping review, study type and quality were not used for inclusion criteria thereby opening the review up to peer-reviewed English language publications of research, conceptual development, and program evaluations and descriptions. ResultsOut of a total of 9731 periodicals identified in the first selection phase, only 25 met the inclusion criteria and are presented herein as home to child and youth care literature. Of 291 publications found within the child and youth care literature in the first selection phase, only 63 empirical and conceptual publications met the final inclusion criteria for review. Three thematic areas of practice and research emerged from analysis of included publications: (1) wilderness and adventure therapy, (2) therapeutic camping, and (3) adventure education and physical activity. These three content areas are explored and discussed in consideration of child and youth care context and practice, providing the basis for a synopsis and recommendations for practice and future research. ConclusionsThis review identifies a need to more clearly identify and articulate outdoor adventure practices as they relate to child and youth care practice. Considering child and youth care's historical linkages to therapeutic camps and outdoor adventure activity, findings of this review suggest these approaches are underrepresented in the field's literature outside of the United States, potentially underappreciated in practice, and as an area requiring specific training and research. While research outcomes in outdoor adventure approaches to child and youth care appear positively robust, ethical concerns in wilderness therapy practice are identified and deserve further attention.

Climb Hard, Train Harder: Supplemental Training Techniques for Improved Rock Climbing Performance

Climbing is an increasingly popular recreational activity that has attracted interest from a wide variety of populations, likely because of the increasing availability and challenge of climbing. Many children and adolescents are introduced to rock climbing in adventure programming units in their schools. Through physical education, children are able to try new activities that can spark a new interest such as climbing. Because of the versatility of climbing, it can develop into a lifelong activity. Although individuals of all ages and skill levels can enjoy climbing, it is important to understand that individuals who seek to climb challenging heights should be particularly fit and experienced. This article examines three supplemental training techniques that are often overlooked by climbers: (1) forearm and finger strength, (2) footwork and leg strength, and (3) cardiovascular conditioning. These training techniques enable climbers of any level to grow stronger, prevent injury, increase technical proficiency, and improve more quickly.

First Descents, an adventure program for young adults with cancer: who benefits?

Participation in camps, adventure programs, retreats, and other social events offers experiences that can promote self-efficacy and quality of life. The purpose of the study was to examine whether participation in a 1-week outdoor adventure program resulted in improvements in psychological distress, self-efficacy, and/or social support for young adult cancer patients (AYAs) aged 18-40years. The study examined the differential effect of participation for AYAs who indicated moderate to severe symptoms of psychological distress prior to their trip. Standardized measures of distress, self-efficacy, and social support were administered pre-trip, post-trip, and 1month after program completion (follow-up). Univariate and multivariate models examined baseline scores for non-distressed participants compared to distressed participants, changes in outcomes from pre-trip to post-trip and follow-up for the entire sample, and the extent to which change rates for each outcome differed for distressed versus non-distressed participants. All participants demonstrated significant improvement in self-efficacy over time. Distressed participants reported a significantly greater decrease in distress symptoms and greater increase in self-efficacy and social support at post-trip and 1month later when compared to non-distressed participants. Findings suggest that participation in an outdoor recreational activity designed specifically for AYAs with cancer contributes to significant reductions in distress and improvements in self-efficacy and social support, and particularly for AYAs reporting clinically significant distress symptoms prior to the initiation of their activity.

Adventure programming and travel for the 21st century

Adventure programming and travel for the 21st century

A phenomenographic study of factors leading to variation in the experience of a school-based wilderness experiential programme

Adventure programming provides an exemplar for interventions through which adolescents may experience holistic development, interdependence, competence, and learn to model pro-social values. This study used a phenomenographic methodology to investigate the different ways in which a sample of 37 adolescents experienced a 27-day school-based wilderness adventure programme and identify aspects of the programme that were critical to variation in programme outcomes. The analysis revealed four conceptions of the programme: (a) long gruelling school hike, (b) school initiation/rite of passage programme, (c) once-in-a-lifetime group adventure, and (d) multifaceted learning and development opportunity. These categories of description are structured hierarchically, relate directly to programme outcomes, and evolve from different levels of awareness in six critical dimensions of variation, including: (a) programme characterisation, (b) the nature of group processes and interactions, (c) the nature and level of connection and interactions with adult group leaders, (d) the depth of engagement in various components of the programme, (e) the personal relevance that experiences had for participants, and (f) the type of growth and learning that was perceived to have accrued from these experiences. These findings and their implications for both adventure programming design and implementation, and for research on psychological interventions are discussed.

An Evaluation of University Recreation Center Outdoor Programs for People With Disabilities: Perspectives From Professionals

In this study, the researchers explored the perspectives of recreational practitioners currently working in the field of outdoor adventure programming on college campuses and their knowledge and interactions with students with disabilities participating in integrated outdoor adventure activities. A qualitative descriptive thematic analysis was used for data collection, management, and assessment. In-depth semistructured interviews were conducted with 10 professionals working in the field of collegiate outdoor adventure (outdoor recreation). Three themes and 16 categories were identified, which reflected the contemporary perspectives of the interviewed respondents. The themes identified were incomplete knowledge, positive outlook, and student success. The sample for this study consisted of two women and eight men. The findings show that the themes adequately address the research question pertaining to the lack of integrated outdoor adventure programming on college campuses.

The effectiveness of an outdoor adventure programme for young children with autism spectrum disorder: a controlled study.

Outdoor adventure programmes aim to improve interpersonal relationships using adventurous activities. The current study examined the effectiveness of an outdoor adventure programme in children with autism spectrum disorders (ASD). The study included 51 participants (40 males, 11 females; age 3y 4mo-7y 4mo) enrolled in ASD special education kindergartens. Only the intervention group (n=30) participated in the outdoor adventure programme for 13 weeks, completing challenging physical activities that required cooperation and communication with peers and instructors. The control group (n=21) was not significantly different from the research group in age, sex, cognitive, and adaptive behaviour measures. Outcomes after the intervention revealed significant improvement in social-communication and different directions in the two groups in the social cognition, social motivation, and autistic mannerisms subdomains of the Social Responsiveness Scale. While the group that received an outdoor adventure programme showed a tendency toward a reduction in severity, the control group showed the opposite (p<0.010). The outdoor adventure programme required problem-solving skills and forced the child to communicate in exciting situations. This study suggests that an outdoor adventure programme may be an effective intervention in addition to traditional treatments in young children with ASD. Future studies should examine the outcome of outdoor adventure programmes delivered for longer periods of time and maintenance of the achievements over time.

Cultural issues in adventure programming: applying Hofstede’s five dimensions to assessment and practice

ABSTRACTAdventure programming has seen considerable growth throughout the world. While newly established programs aim to meet the needs of their prospective clients, failing to account for cultural differences when conducting or designing programs may impede this goal. Non-western approaches to implementing adventure programs have rarely been discussed, because there is a lack of a clear theoretical framework for addressing cross-cultural issues in adventure programming. This article seeks to address these limitations by drawing attention to the existing literature on the impact of cultural differences on adventure programming and relevant fields (e.g. education), providing suggestions for how such theories could inform facilitation styles. It is proposed that a model adapted from the work of Hofstede offers one useful framework for assessing groups from different cultural contexts, which can strengthen the practice of adventure programs to better meet the needs of participants.

Adolescent Girls and Body Image: Influence of Outdoor Adventure on Healthy Living

Outdoor adventure may improve body image. However, minimal research exists on the effect outdoor adventure has on body image in adolescent girls, a demographic continually plagued by negative body image. In response, this exploratory study considered the influence of one outdoor adventure program in the San Francisco Bay Area. Through questionnaires and focus groups, 13 high school–aged GirlVentures, Inc. (GV), alumnae discussed body image in the context of “healthy living” and the effect their course had on personal body image. Results show key influences included instructors, other girls on course, and the natural environment. All participants perceived their program as positively influencing their body image during and directly following their course, and most (n = 9) perceived their program as still positively influencing their body image up to 3 years postcourse. Findings offer insight to GV and can provide new information for other outdoor adventure organizations to promote healthy development in adolescent girls.