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 It is a multidisciplinary journal accepting only original unpublished articles in English in the various sub-disciplines and related fields of kinanthropology, such as Anthropology, Anthropomotorics, Sports Pedagogy, Sociology of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 54 No 1 (2018), 5–15

The value of participating in British exploring society expeditions: a three year multi-cohort study

Pete Allison, Russell Martindale, Tim Stott, Shirley Gray, Christine Nash, Kotryna Fraser, John Wang

DOI: https://doi.org/10.14712/23366052.2018.1
announced: 21. 06. 2018

abstract

A primary aim of many expeditions is to facilitate personal development of young people and while there is much anecdotal evidence to support this aim, there is limited empirical work of varied quality that explores the specific nature of such benefits. This research examined nine summer BES expeditions (Norway, Namibia, & Amazon in 2012; Finnmark, Ladakh, & Namibia in 2013 and 2014) involving 58 young people (aged between 15 and 22) who completed three on-line questionnaires to collect qualitative (open ended questions) and quantitative (Likert scale) data. Measurement of four psychological attributes associated with effective character development were used: mental toughness, coping skills, GRIT and leadership skills. Surveys were completed at three stages; 1) pre-expedition, 2) immediately post expedition and 3) three months post expedition. Results indicated that the expeditions impacted positively on the psychological attributes of young people, with lasting short terms effects (three months after expedition). For the 58 participants, there were statistically significant improvements and small positive effect sizes in mental toughness (P = 0.006; ηp2 = 0.167), leadership skills (P = 0.004; ηp2 = 0.18), and GRIT (P = 0.001; ηp2 = 0.218). There was no significant difference (P > 0.05) or effect size for the application of coping strategies. Qualitative data provided insights into how the learning took place and individual perspectives on the overall value of the expedition in relation to narrative understanding.

keywords: expeditions; personal and social development; wilderness; youth development; adventure; experiential learning; values education; British Exploring Society

references (32)

1. Alexander, R. (2015, January 30). True grit. Retrieved 02.02.2017 from: http://cprtrust.org.uk/cprt-blog/true-grit.

2. Allison, P. (1998). Greenland: More questions than answers. Horizons: Journal of Adventure and Outdoor Leadership, 2, 16–20.

3. Allison, P., & Beames, S. (2010). Feature article: The changing geographies of overseas expeditions. International Journal of Wilderness, 16(3), 35–42.

4. Allison, P., Davis-Berman, J., & Berman, D. (2011). Changes in latitude, changes in attitude: Analysis of the effects of reverse culture shock – a study of students returning from youth expeditions. Leisure Studies, 31(4), 487–503. CrossRef

5. Allison, P., & Higgins, P. (2002). Ethical adventures: Can we justify overseas youth expeditions in the name of education? Australian Journal of Outdoor Education, 6(2), 22–26.

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

7. 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

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

9. Beames, S. (2005). Expeditions and the social construction of the self. Australian Journal of Outdoor Education, 9(1), 14–22.

10. Beames, S., & Stott, T. (2008). Raleigh international pilot study report. Report commissioned by Raleigh international. Edinburgh: University of Edinburgh/Liverpool John Moores University.

11. Carver, C. S. (1997). You want to measure coping but your protocol's too long: Consider the Brief COPE. International Journal of Behavioral Medicine, 4(1), 92–100. CrossRef PubMed

12. Clough, P., Earle, K., & Sewell, D. (2002). Mental toughness: The concept and its 934 measurement. In: Cockerill, I. (Ed.), Solutions in sport psychology (pp. 32–45). London: 935 Thomson.

13. Department for Education (2015). Personal, social, health and economic (PSHE) education: A review of impact and effective practice. London: Crown.

14. Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT-S). Journal of Personality Assessment, 91(2), 166–174. CrossRef PubMed

15. Ewert, A., & Yoshino, A. (2011). The influence of short-term adventure-based experiences on levels of resilience. Journal of Adventure Education and Outdoor Learning, 11(1), 35–50. CrossRef

16. Jones, A. (2004). Review of gap year provision. Research report RR555. London: Department for Education & Skills.

17. McKenzie, M. D. (2000). How are adventure education program outcomes achieved? A review of the literature. Australian Journal of Outdoor Education, 5(1), 19–27.

18. Nell, J. (2008). Enhancing life effectiveness: A research of outdoor education programs (Unpublished PhD thesis). University of Western Sydney, Sydney, Australia.

19. Northouse, P. G. (2009). Leadership theory and practice (5th ed.). Thousand Oaks, CA: Sage. Oevermann, U. (1998). Vorläufiges Résumée über: 'Gemeinsamkeiten und Differenzen von religiöser, ästhetischer Natur- und Leiberfahrung'. Unpublished manuscript.

20. Petitpas, A. J., Cornelius, A. E., Van Raalte, J. L., & Jones, T. (2005). A framework for planning youth sport programs that foster psychosocial development. The Sport Psychologist, 19(1), 63–80. CrossRef

21. Pike, E. C. J., & Beames, S. (2007). A critical interactionist analysis of 'youth development' expeditions. Leisure Studies, 26(2), 147–159. CrossRef

22. Public Health England (2015). Promoting children and young people's emotional health and wellbeing. London: Crown.

23. 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

24. Royal Geographical Society (2017). BS 8848 British Standard. Retrieved 02.01.2017 from: http://www.rgs.org/OurWork/Fieldwork+and+Expeditions/BS8848+British+Standard.htm.

25. Sayer, A. (2011). Why things matter to people. Cambridge: Cambridge University Press. CrossRef

26. Scrutton, R., & Beames, S. (2015). Measuring the unmeasurable: Upholding rigor in quantitative studies of personal and social development in outdoor adventure education. Journal of Experiential Education, 38(1), 8–25. CrossRef

27. Sheldon, R. (2009). Rallying together: A research study of Raleigh's work with disadvantaged young people. London: Institute for Public policy Research.

28. Stott, T., Allison, P., Felter, J., & Beames, S. (2015). Personal development on youth expeditions: A literature review and thematic analysis. Leisure Studies, 34(2), 197–229. CrossRef

29. Stott, T. A., Allison, P., Von Wald, K., & Fakunle, O. (2016). Exploring outcomes of a fiveweek youth expedition in the Himalayas using the Sail Training Programme Self-Assessment Toolkit. Acta Universitatis Carolinae. Kinanthropologica, 52(2), 56–74. CrossRef

30. 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 and Outdoor Learning, 3(2), 159–169. CrossRef

31. Strong, R., Thomas-Wynn, J., Irby, T. L., & Lindner, J. R. (2013). The Relationship between Students' Leadership Style and Self-Directed Learning Level. Journal of Agricultural Education, 54(2), 174–185. CrossRef

32. 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

Creative Commons License
The value of participating in British exploring society expeditions: a three year multi-cohort study 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