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Zmudy, Mark H.; Curtner-Smith, Matthew D.; Steffen, Jeff
doi: 10.1177/105382590803100302pmid: N/A
Many of the characteristics of effective physical education lessons have been discovered by sport pedagogy researchers by employing what has become known as the ecological or task structures perspective. The purpose of this study was to describe the task structures and ecology that existed in two consecutive 7-day summer adventure camps run by an agency outside the school setting. Participants included two novice adventure educators (AEs) and 31 elementary and middle school-aged children. Data were collected using a number of qualitative techniques and were analyzed using standard interpretive methods. Five task structure systems were identified. The instructional and managerial systems were similar to those previously found in classrooms and school physical education except that parental chaperones were used to enforce the management system. The social system was similar to those previously observed within sport education and adventure education units within school-based physical education in that it mainly served to support the instructional and managerial systems rather than compete with them as in more traditional models of teaching. The exploratory and atmospheric systems had not previously been identified, were extensions of the instructional and social systems, and appeared somewhat unique to adventure education. Implications for training AEs are discussed.
Martin, Bruce; Bright, Alan; Cafaro, Philip; Mittelstaedt, Robin; Bruyere, Brett
doi: 10.1177/105382590803100303pmid: N/A
This study attempted to assess the development of environmental virtue in 7th and 8th grade students in an Expeditionary Learning Outward Bound (ELOB) school using an instrument developed for this study—the Children's Environmental Virtue Scale (CEVS). Data for this study were obtained by administering the CEVS survey (pretest and posttest) to students in an ELOB school (n = 45) that included a 10-week expeditionary learning unit. The internal consistency of the survey instrument was determined using Cronbach's alpha reliability coefficients. Mean environmental virtue scores were compared using paired samples t-tests. Significant results indicated a decrease in the mean environmental virtue scores for students who participated in the expeditionary learning unit. Limitations of the study are presented.
Marchand, Geneviève; Russell, Keith C.; Cross, Reid
doi: 10.1177/105382590803100304pmid: N/A
The purpose of this study was to collect and analyze demographic characteristics and job related difficulties experienced by field instructors in outdoor behavioral healthcare programs which utilized wilderness therapy as well as other treatment modalities. Three state-licensed outdoor behavioral healthcare programs in the United States provided a sample of 129 field instructors who completed the survey. Results confirmed a high turnover rate of instructors and high challenges experienced with non-work related issues, particularly in sustaining romantic personal relationships. Factor analysis identified three constructs related to difficulty levels experienced on the job: a) time and schedule constraint; b) emotional anxiety and stress-related issues; and, c) physical and mental challenges. Results of this study are of value to field instructors and outdoor behavioral healthcare program administrators to better understand the challenges faced by this group of professionals. Recommendations are presented that suggest ways that the physical and mental health of field instructors can be supported.
doi: 10.1177/105382590803100305pmid: N/A
There is an increasing interest in the field of experiential education to move beyond simply documenting the value of experiential education programs and, instead, develop more evidence-based models for experiential education practice (cf., Gass, 2005; Henderson, 2004). Due in part to the diversity of experiential education programs, participants, goals, designs, and specific program experiences, there exists a broad constellation of variables that can impact the results of studies using an evidence-based approach. While many of these variables are accounted for through effective research designs, others are largely uncontrollable, yet remain influential. These uncontrollable variables can often distort or confound the results from research and evaluation efforts. This paper categorizes some of the most common confounding variables into three temporally based categories: Precursor, Concomitant, and Postexperience. Following this, suggestions for researchers and evaluators in addressing these variables are provided.
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