Adventure Education

1
Adventure Education Self-Concept

• By Crystal Kuehn
• 12-7-07

2
Justifications

• Does Adventure Education have an affect on a
  persons self-concept?
• Can only certain individuals benefit from
  Adventure Education?
• Should Adventure Education be incorporated into
  the Physical Education curriculum?

3
Definitions

• Self-Esteem refers to general feelings of
  self-worth or self-value
• Self-Efficacy is belief in ones capacity to
  succeed at tasks.
• Self-Confidence refers to ones personal worth
  and likelihood of succeeding.

4

• Self-Concept is the nature and organization of
  beliefs about ones self. It is
  multi-dimensional.
• Example people have separate beliefs about their
  physical, emotional, social aspects of themselves

5
Key Pieces of Research Impact on Self-Concept

• According to the Fines and Nichols study, due to
  participation in a 90 minute adventure program
  for 3 months, all of the individuals increased
  their feelings of self worth, confidence,
  physical appearance, feelings of adequacy, as
  well as the ability to follow through and become
  physically involved in active recreation.

6
Key Pieces of Research Impact on Self-Concept

• According to a study in 1978 by Alan Wright, the
  results of a 9 week adventure camp program shows
  that even years later, the specific view of ones
  self collected from climbing to a mountain summit
  remains as a primary stable and permanent self
  image.
• As stated by one participant, within me lies a
  spot of fulfillment which never abandons my
  psyche. I always can find feelings of confidence
  and courage from these memories.

7
Key Pieces of Research Impact on Self-Concept

• A study completed by Ebbick and Gibbons found
  that students who engage in team building
  activities
• Felt happier with themselves as people
• Rated their athletic skills more highly
• They thought they looked better
• Considered themselves to be more popular.
• Female students also benefited by feeling more
  positive about their school work and behavioral
  conduct.

8
Key Pieces of Research Impact on Self-Concept

• According to a study done by Robert Vogel, by
  participating in an outdoor environmental
  education program participants gained better
  understanding of themselves and realized that
  their potential was higher than they thought.
• The study also showed that the participants
  experienced a higher level of self-actualization
  and self-perception of personal change.

9
Key Pieces of Research Impact on Self-Concept

• There was a study completed in 1999 by Marcia
  McKenzie. It involved giving students
  questionnaires who were enrolled in Adventure
  course and also students who were not enrolled.
• The following course components that resulted in
  the greatest increases is self-concept include
• achieving success, challenge, being responsible
  for oneself, learning new skills, setting and
  achieving goals, and having leadership
  responsibilities.

10
Key Pieces of Research Impact on Self-Concept

• The following activities within the courses
  contributed the most to enhancing students
  self-concepts (McKenzie cont.)
• backpacking/ mountaineering
• rock climbing
• Learning new skills
• Taking care of others
• Having leadership responsibilities
• Group discussions
• Camp set-up and cooking
• The final expedition

11
Key Pieces of Research Impact on Self-Concept

• Finding from the Graham and Robinson study
  indicate that an intervention as short as a
  single workshop may have impact on self-concept.
• Individuals with high self-concept are more
  likely to succeed and pursue their goals even
  when obstacles arise (Gibbons).

12
Pros

• Adventure Education has long lasting effects on
  students self-concept
• Self concept can be effected by adventure in many
  different kinds of individuals
• Hearing impaired, at-risk, males, females, young
  and old
• Adventure education allows students to take the
  skills they learn and apply it to real life
  situations
• communication, problem solving

13
Cons

• Informing other teachers of how to incorporate
  adventure activities is the biggest obstacle
• Allowing enough time to complete the adventure
  curriculum

14
Recommendations

• Believe in Adventure Education and the benefits
  that students will gainsuch as improved
  self-concept
• Be accepting of change and incorporate Adventure
  Education into your classroom
• Be and advocate for Adventure Education and get
  other teachers on board!

15
References

• Cross, Reid. (Spring 2002).The Effects of an
  Adventure Education Program on Perceptions of
  Alienation and Personal Control among At-Risk
  Adolescents. The Journal of Educational
  Experience. 25, 247-254.
• Graham, Louise B., Robinson, Ellyn M. (Fall
  2007). Project Adventure and Self Concept of
  Academically Talented Adolescent Boys. Physical
  Educator. 64(3), 114-122.
• Fines, Leanna, Nichols, Doug. (Spring 1995).
  Self-Concept, Attitude and Satisfaction Benefits
  of Outdoor Adventure Activities The Case for
  Recreational Kayaking. Journal of Leisurability.
  22(2).
• Larson, Bruce. (2007). Adventure Camp Programs,
  Self-Concept, and Their Effects on Behavioral
  Problem Adolescents. Journal of Experiential
  Education. 29(3), 313-330.
• Luckner , John, L. (Summer 1989). Altering Locus
  of Control of Individuals with Hearing
  Impairments by Outdoor-Adventure Courses. Journal
  of Rehabilitation. 62-67.
• Baker, D., Garst, B., Schneider, I. (Spring
  2001). Outdoor Adventure Program Participation
  Impacts on Adolescent Self-Perception. The
  Journal of Experiential Education. 24(1), 41-49.
• Wright, Alan N. (1996). The Permanency of a
  Specific Self-Concept. Educational Resources
  Information Center. 2-13.

16
References

• Vogel, Robert. (1988-89). Adventure Training
  Its Effects on Self-Actualization and Self
  Perception of Personal Change. Journal of Outdoor
  Education. 23, 20-29.
• Ebbeck, Vicki., Gibbons, Sandra. (1998). The
  Effect of Team Building Program on the
  Self-Conceptions of Grade 6 and 7 Physical
  Education Students. Journal of Sport and Exercise
  Psychology. 20, 300-310.
• OConnell, Timothy S. Multidimensional
  Self-Concept and Outdoor Adventure Education with
  Adolescents. Research in Outdoor Education.
  (6)84-93.
• McKenzie, Marcia. (2003). Beyond The Outward
  Bound Process Rethinking Student Learning. The
  Journal of Experiential Education. 26, 8-23.
• Glass, J. Scott, Meyers, Jane E. (April 2001).
  Combining the Old and the New to Help
  Adolescents Individual Psychology and
  Adventure-Based Counseling. Journal of Mental
  Health Counseling. 23, 104-114.
• Gibbons, Sandra. (1999). Team Building through
  Physical Challenges. Connections. 65-70.