AUC KINANTHROPOLOGICA

AUC KINANTHROPOLOGICA

Acta Universitatis Carolinae Kinanthropologica (AUC Kinanthropologica) is an international peer reviewed journal for the publication of research outcomes in the humanities, the social sciences and the natural sciences, as applied to kinathropology. It is a multidisciplinary journal accepting only original unpublished articles in English in the various sub-disciplines and related fields of kinanthropology, such as Anthropology, Anthropomotorics, Sports Pedagogy, Sociology of Sport, Philosophy of Sport, History of Sport, Physiology of Sport And Exercise, Physical Education, Applied Physical Education, Physiotherapy, Human Biomechanics, Psychology of Sport, Sports Training and Coaching, Sport Management, etc. The journal also welcomes interdisciplinary articles. The journal also includes reports of relevant activities and reviews of relevant publications.

The journal is abstracted and indexed by CNKI, DOAJ, EBSCO, ERIH PLUS, SPOLIT, SPORTDiscus, and Ulrichsweb.

AUC KINANTHROPOLOGICA, Vol 52 No 2 (2016), 56–74

Exploring factors influencing outcomes of a five-week youth expedition in the Himalayas using the sail training programme self-assessment toolkit

Tim Stott, Pete Allison, Kris von Wald, Omolabake Fakunle

DOI: https://doi.org/10.14712/23366052.2016.11
announced: 22. 12. 2016

abstract

Much evidence to link youth expeditions and gap years with a range of outcome benefits for participants exists, but to date, there have been relatively few insights into what exactly brings about these reported outcomes. A modified version of the Sail Training Voyage Toolkit (2011) was used to evaluate outcomes of a five-week British Exploring Society youth expedition in the Himalayas. Data generated from 22 participants completing the modified Sail Training Voyage Feedback Form at the end of their expedition were complemented by data from 16 interviews conducted during weeks one, three and five of the expedition. Key factors identified by the participants which had influenced their learning were: (1) Other Young Explorers, (2) being involved in making decisions and having choices, (3) having time to learn at their own pace; time to get comfortable with people; being able to talk with other people (to make connections); (4) group leaders, and (5) wild camping. Data from 16 interviews supported these outcomes, while the physical challenges (of climbing peaks) and cultural interaction with local people were highly valued aspects of the expedition. Participants were more aware of risks and more confident about safety issues and taking risks after the expedition. These important outcomes may be transferred to future expeditions, higher education or employment. Personal development and training organisations should consider these findings.

keywords: youth; expedition; British Exploring; Sail Training Toolkit; Himalayas

references (46)

1. Allison, P. (1998). Greenland: More Questions than Answers. Horizons, 2, 16–20.

2. Allison, P. (2000). Research from the ground up: Post expedition adjustment. Cumbria: Brathay Hall Trust.

3. Allison, P., Stott, T., Felter, J., & Beames, S. (2011). Overseas youth expeditions. In: M. Berry & C. Hodgson (Eds.), Adventure education: An introduction (pp. 187–205). London: Routledge.

4. Allison, P. (2005). Post-Expedition Adjustment – What Empirical Data Suggest? Wilderness Education Association Proceedings 2005.

5. Allison, P., McCulloch, K., McLaughlin, P., Edwards, V., & Tett, L. (2007). The characteristics and value of the sail training experience. Edinburgh: Sail Training International / The University of Edinburgh.

6. Allison, P., & Von Wald, K. (2010). Exploring values and personal and social development: Learning through expeditions. Pastoral Care in Education, 28(3), 219–233. CrossRef

7. Allison, P., Stott, T. A., Felter, J., & Beames, S. (2011). Overseas Youth Expeditions. In: M. Berry & C. Hodgson (Eds.), Adventure Education (Chapter 10, pp. 187–205). London: Routledge.

8. Andrews, K. (1999). The Wilderness Expedition as a Rite of Passage: Meaning and Process in Experiential Education. Journal of Experiential Education, 22(1), 35–43. CrossRef

9. Asfeldt, M., & Hvenegaard, G. (2014). Perceived learning, critical elements and lasting impacts on university-based wilderness educational expeditions. Journal of Adventure Education & Outdoor Learning, 14(2), 132–152. CrossRef

10. Barret, J., & Greenaway, R. (1995). Why adventure? Coventry, UK: Foundation for Outdoor Adventure.

11. Beames, S. (2003). Overseas youth expeditions. In: B. Humberstone, H. Brown, & K. Richards (Eds.), Whose Journeys? (pp. 289–296). Penrith: Institute for Outdoor Learning.

12. Beames, S. (2004a). Critical elements of an expedition experience. Journal of Adventure Education & Outdoor Learning, 4(2), 145–157. CrossRef

13. Beames, S. (2004b). Overseas youth expeditions: A rite of passage? Australian Journal of Outdoor Education, 8(1), 29–36.

14. Beames, S., & Stott, T. A. (2008). Raleigh International Pilot Study Report. Report commissioned by Raleigh International, University of Edinburgh / Liverpool John Moores University.

15. Bobilya, A. J., Akey, L., & Mitchell, D. Jr. (2009). Outcomes of a Spiritually Focussed Wilderness Orientation Programme. Journal of Experiential Education, 31(3), 440–443.

16. British Exploring Society (2014). www.britishexploring.org, accessed 7-10-14.

17. Friese, G., Hendee, J. C., & Kinziger, M. (1998). The wilderness experience program industry in the United States: Characteristics and dynamics. Journal of Experiential Education, 21(1), 40–45. CrossRef

18. Gass, M. (1993). Adventure Therapy: therapeutic applications of adventure programming. Dubuque, IO: Kendall/Hunt.

19. Greenaway, R. (1998). In search of respectable adventure. Horizons, 14(4), 24–26.

20. Greffrath, G., Meyer, C., Strydom, H., & Ellis, S. (2011). Centre-based and expedition-based (wilderness) adventure experiential learning regarding personal effectiveness: an explorative enquiry. Leisure Studies, 30(3), 345–364. CrossRef

21. Greffrath, G., Meyer, C. D. P., Strydom, H., & Ellis, S. (2013). A comparison between centre-based and expedition-based (wilderness) adventure experiential learning regarding group effectiveness: a mixed methodology. South African Journal for Research in Sport, Physical Education and Recreation, 35(1), 11–24.

22. Grey, T. (1984). The expedition experience. Adventure Education, March/April, 17–18.

23. Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward Bound: Out-ofclass experiences that make a lasting difference. Review of Educational Research, 67(1), 43–87. CrossRef

24. Hickman, M., & Collins, D. (2014). The operation and impact of participants' trans-expedition reflective practice: structuring and optimising the transfer process. Pastoral Care in Education, 32(2), 157–163. CrossRef

25. Hopkins, D., & Putnam, R. (1993). Personal growth through adventure. London: David Fulton.

26. Johnston, M. E., Dawson, J. P., Childs, J., & Maher, P. T. (2014). Exploring post-course outcomes of an undergraduate tourism field trip to the Antarctic Peninsula. Polar Record, 50(2), 147–155. CrossRef

27. Kennedy, A. (1992).The expedition experience as a vehicle for change in the inner city. Penrith: Adventure Education.

28. Larson, R. W., Hansen, D. M., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42(5), 849–863. CrossRef PubMed

29. Loynes, C. (1999). Development training in the United Kingdom. In: J. C. Miles & S. Priest (Eds.), Adventure programming (pp. 45–51). State College, PA: Venture.

30. Miettinen, R. (2000). The concept of experiential learning and John Dewey's theory of reflective thought and action. International Journal of Lifelong Education, 19(1), 54–72. CrossRef

31. Miles, J., & Priest, S. (1999). Adventure programming. State College, PA: Venture Publishing.

32. Orams, M. (2015). Experiences of adolescents on an expedition to New Zealand's sub-Antarctic: results from the use of photo-elicitation. The Polar Journal, 5(2), 1–20. CrossRef

33. Sheldon, R., Jones, N., Durante, L., & Platt, R. (2009). Rallying together: A research study of Raleigh's work with disadvantaged young people. London: Institute for Public Policy Research.

34. Rea, T. (2006). "It's Not As If We've Been Teaching Them." Reflective Thinking in the Outdoor Classroom. Journal of Adventure Education and Outdoor Learning, 6(2), 121–134. CrossRef

35. Sail Training International (2011). Sail Training Programme: Self-Assessment Toolkit (Eds. Von Wad, K. and Allison, P.). 2nd edition.

36. Sakofs, M. (1992). Assessing the impact of the Wilderness alternative for youth programme: An Outward Bound programme for adjudicated youth. Journal of Adventure Education and Outdoor Learning, 9(4), 16–21.

37. Stott, T. & Hall, N. (2003). Changes in aspects of students' self-reported personal, social and technical skills during a six-week wilderness expedition in Arctic Greenland. Journal of Adventure Education & Outdoor Learning, 3(2), 159–169. CrossRef

38. Stott, T. A., Allison, P., & Von Wald, K. (2013). Learning outcomes of young people on a Greenland expedition: Assessing the educational value of adventure tourism. In: S. Taylor, P. Varley, & T. Johnston (Eds.), Adventure tourism: Meanings, experience and learning (pp. 148–160). London: Routledge.

39. Stott, T. A., Allison, P., Felter, J., & Beames, S. (2015). Personal Growth on Youth Expeditions: A Literature Review and Thematic Analysis. Leisure Studies, 34(2), 197–229. CrossRef

40. Takano, T. (2010). A 20-year retrospective study of the impact of expeditions on Japanese participants. Journal of Adventure Education and Outdoor Learning, 10(2), 77–94. CrossRef

41. Watts, F. N., Webster, S. M., Morley, C. J., & Cohen, J. (1992). Expedition stress and personality change. British Journal of Psychology, 83(3), 337–341. CrossRef PubMed

42. Watts, F. N., Apps, J., & East, M. P. (1993a). Personality Change Produced by Expedition Stress: A Controlled Study. Personality and Individual Differences, 15(5), 603–605. CrossRef

43. Watts, F. N., Webster, S. N., Morley, C. J., & Cohen, J. (1993b). Cognitive Strategies in Coping with Expedition Stress. European Journal of Personality, 7(4), 255–266. CrossRef

44. Watts, F. N., Cohen, J., & Toplis, R. (1994). Personality and Coping Strategies On A Stressful Expedition. Personality and Individual Differences, 17(5), 647–656. CrossRef

45. Williams, P., & Williams, P. (2001). Preschool routines, peer learning and participation. Scandinavian Journal of Educational Research, 45(4), 317–339. CrossRef

46. Wurdinger, S. (1997). Philosophical issues in adventure education. Dubuque, IA: Kendall Hunt.

Creative Commons License
Exploring factors influencing outcomes of a five-week youth expedition in the Himalayas using the sail training programme self-assessment toolkit is licensed under a Creative Commons Attribution 4.0 International License.

157 x 230 mm
published: 2 x per year
print price: 190 czk
ISSN: 1212-1428
E-ISSN: 2336-6052

Download