Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: There has been an increase in the popularity of adventure programming over the past few years, with the result that the practice of high-risk recreational activities is growing phenomenally. This study examined how students who are enrolled in a full time adventure education programme involving high-risk recreational activities would differ in terms of sensation-seeking, locus of control and self-efficacy when compared to their non-participative peers. The research group devoted a whole year towards an adventure-based gap year programme that utilises high-risk recreational activities as a core aspect of the programme’s curriculum. It was hypothesised that the research group will measure higher in sensation-seeking, locus of control and self-efficacy when compared to the research equivalent group. For this cross- sectional quantitative study, the research group consisted of 25 students participating in the high-risk iALA recreational adventure programme. The research equivalent group consisted of 34 first year university students. The two sample groups were assessed in terms of their attribute differences on Zuckerman’s Sensation-Seeking Scale, Sherer’s General Self-efficacy Scale, and Rotter’s Internal-External Locus of Control Scale. MANOVA and ANOVA analyses were performed in order to analyse the data. The study indicated that there was a significant difference in sensation-seeking between the two samples. There was, however, no significant difference in levels of locus of control and self-efficacy between the two samples. The study’s significant findings support trends in previous studies concerning greater sensation-seeking among participants of high-risk recreation activities. Important considerations for the results obtained are provided together with implications for further research in this field. / AFRIKAANSE OPSOMMING: Avontuurprogramme het die afgelope paar jaar in gewildheid toegeneem en het tot gevolg dat daar al hoe meer van hoë-risiko ontspanningsaktiwiteite gebruik gemaak word. Hierdie studie ondersoek hoe studente wat aan hoë-risiko ontspanningsaktiwiteite deelneem, verskil ten opsigte van die soeke na sensasie, lokus van kontrole en self-effektiwiteit in vergelyking met hul niedeelnemende portuurs. Die eksperimentele groep het vir ʼn jaar deelgeneem aan ʼn gapingsjaar-avontuurprogram met hoë-risiko ontspanningsaktiwiteite wat ʼn kernsaspek van die kurrikulum uitmaak. Die hipotese was dat die eksperimentele groep hoër sou meet in die soeke na sensasie, lokus van kontrole en self-effektiwiteit as die kontrolegroep. Vir die doel van hierdie kwantitatiewe studie het die eksperimentele groep uit 25 studente bestaan wat aan hoë-risiko ontspanningsaktiwiteite deelgeneem het gedurende die gapingsjaar-avontuurprogram. Die kontrolegroep het uit 34 eerstejaar universiteitstudente bestaan. Ten einde die verskil tussen die twee groepe te assesseer, is Zuckerman se Sensation-Seeking Scale, Sherer se General self-efficacy scale, en Rotter se Internal external locus of control scale gebruik. ʼn MANOVA en ANOVA is gebruik om die data te analiseer. Die studie het getoon dat daar ʼn betekenisvolle verskil tussen die twee groepe was ten opsigte van die soeke na sensasie. Daar was egter geen betekenisvolle verskil in die vlakke van lokus van kontrole en self-effektiwiteit tussen die twee groepe nie. Bevindings van die huidige studie oor die soeke na sensasie het bevindings van vorige studies rakende die soeke na sensasie en hoë-risiko ontspanningsaktiwiteite ondersteun. Belangrike afleidings kan gemaak word uit die resultate wat verkry is wat moontlikhede bied vir verdere navorsing in hierdie veld.

Title: Outdoor activities in selected secondary schools in Mladá Boleslav Aim: The aim was to create a comprehensive summary of sport courses organized by secondary schools as a part of compulsory education and to find out students' true opinion of these courses, using the feedback based on executed activities. Method: The datas were collected using interviews and checklists which contained opened,closed and scaled questions. These datas were interpreted considering graphs and led into conclusions. Results: Sport courses'structure is mostly concieved in way that educatiors don't care about preparation properly, they don't take advantage of natural environment but students showed appreciation to running of courses, though. Key words: physical education, outdoor sports, adventure education, experience, sport games, ecological education.

A educação ao ar livre, por meio de cursos no formato expedição, ainda acontece de forma tímida no Brasil. Entende-se por cursos no formato expedição, experiências educacionais contínuas, de múltiplos dias, em que alunos e instrutores se aventuram em um trajeto em área remota na natureza, de forma autossuficiente. Embora haja estudos sobre esta proposta pedagógica no exterior, não se sabe se os resultados valem para a experiência brasileira. Este estudo trata de dois aspectos fundamentais à educação contemporânea: o valor da experiência e o desenvolvimento moral do indivíduo. Por meio de entrevistas e de questionários semiestruturados, investigamos a percepção das aprendizagens dos alunos de cursos da escola Outward Bound Brasil e de seus educadores. Também entrevistamos uma psicóloga que coordena um abrigo para menores, em um estudo de caso sobre um aluno adolescente. Os resultados encontrados indicam que os cursos de educação ao ar livre caracterizamse por experiências que estimulam os trabalhos em grupo, os debates sobre justiça e solidariedade na resolução de problemas e a reflexão sobre valores e princípios como coragem, esforço pessoal, disciplina, respeito e superação de limites. Os resultados também indicam que esta proposta educacional proporciona experiências sensíveis e de conexão do ser humano com a natureza. Muito embora os resultados indiquem um grande potencial educacional para a educação ao ar livre, a atuação do profissional frente aos seus alunos é fundamental para que as experiências sejam fisicamente e psicologicamente seguras, alcancem seus potencias pedagógicos de desenvolvimento da moralidade e ajudem as pessoas a desenvolverem uma consciência ambiental crítica e não dogmática, manifestada por meio de ações concretas ao retornarem dos cursos para as suas casas e comunidades / The outdoor education, through courses in the expedition form, is still beginning in Brazil. By expedition, we consider the multiple day, self-sustained experience, in which, instructors and students, adventure through a remote setting in nature. Although there are studies abroad on this pedagogic system, it is unknown if the results are valid for the Brazilian experience. This study analysis the courses in expedition form of the Outward Bound school in Brazil. Through interviews and semistructured questionnaires, we investigated the students learning, according to their own perceptions and the points of view of the instructors of the school, with emphasis in two major aspects of contemporary education: the value of the experience and the development of the moral reasoning of a person. We have also interviewed a psychologist who is the manager of a shelter for underprivileged youth, in a case study of a specific young student. The results found show that the outdoor education courses are experiences that stimulate works in groups, debates about justice and solidarity in the search of solutions for the problems that arise throughout a course, and the reflection about values and virtues like courage, effort, self discipline, respect and overcoming of limits. The results also show that this educational method provides sensitive experiences and connection of the human being with nature. Although the results indicate a strong educational potential for the outdoor education, the performance of the educator in face of his students is of major importance, to ensure that the experiences are physically and emotionally safe, reach their pedagogical potential of development of the moral reasoning and help people to develop a critical and non dogmatic environment consciousness, that is manifested through real actions when they return from the courses to their homes and communities

A educação ao ar livre, por meio de cursos no formato expedição, ainda acontece de forma tímida no Brasil. Entende-se por cursos no formato expedição, experiências educacionais contínuas, de múltiplos dias, em que alunos e instrutores se aventuram em um trajeto em área remota na natureza, de forma autossuficiente. Embora haja estudos sobre esta proposta pedagógica no exterior, não se sabe se os resultados valem para a experiência brasileira. Este estudo trata de dois aspectos fundamentais à educação contemporânea: o valor da experiência e o desenvolvimento moral do indivíduo. Por meio de entrevistas e de questionários semiestruturados, investigamos a percepção das aprendizagens dos alunos de cursos da escola Outward Bound Brasil e de seus educadores. Também entrevistamos uma psicóloga que coordena um abrigo para menores, em um estudo de caso sobre um aluno adolescente. Os resultados encontrados indicam que os cursos de educação ao ar livre caracterizamse por experiências que estimulam os trabalhos em grupo, os debates sobre justiça e solidariedade na resolução de problemas e a reflexão sobre valores e princípios como coragem, esforço pessoal, disciplina, respeito e superação de limites. Os resultados também indicam que esta proposta educacional proporciona experiências sensíveis e de conexão do ser humano com a natureza. Muito embora os resultados indiquem um grande potencial educacional para a educação ao ar livre, a atuação do profissional frente aos seus alunos é fundamental para que as experiências sejam fisicamente e psicologicamente seguras, alcancem seus potencias pedagógicos de desenvolvimento da moralidade e ajudem as pessoas a desenvolverem uma consciência ambiental crítica e não dogmática, manifestada por meio de ações concretas ao retornarem dos cursos para as suas casas e comunidades / The outdoor education, through courses in the expedition form, is still beginning in Brazil. By expedition, we consider the multiple day, self-sustained experience, in which, instructors and students, adventure through a remote setting in nature. Although there are studies abroad on this pedagogic system, it is unknown if the results are valid for the Brazilian experience. This study analysis the courses in expedition form of the Outward Bound school in Brazil. Through interviews and semistructured questionnaires, we investigated the students learning, according to their own perceptions and the points of view of the instructors of the school, with emphasis in two major aspects of contemporary education: the value of the experience and the development of the moral reasoning of a person. We have also interviewed a psychologist who is the manager of a shelter for underprivileged youth, in a case study of a specific young student. The results found show that the outdoor education courses are experiences that stimulate works in groups, debates about justice and solidarity in the search of solutions for the problems that arise throughout a course, and the reflection about values and virtues like courage, effort, self discipline, respect and overcoming of limits. The results also show that this educational method provides sensitive experiences and connection of the human being with nature. Although the results indicate a strong educational potential for the outdoor education, the performance of the educator in face of his students is of major importance, to ensure that the experiences are physically and emotionally safe, reach their pedagogical potential of development of the moral reasoning and help people to develop a critical and non dogmatic environment consciousness, that is manifested through real actions when they return from the courses to their homes and communities

This study examines the experiences of five teachers who lead and participate in adventure biking trips with students. The narrative case study was framed by the author’s autoethnographic writing: her personal narratives about leading adventure education trips, teaching experiences and reflections on the concept of learning. The meaning four other trip leaders made of their adventure biking experiences was investigated through conversational style interviews characterized by open ended questions and a list of issues to be explored. The purpose of the study was two-fold: to discover what meaning teachers make of adventure bike trip experiences and what happens when teachers collectively explore that meaning in relation to their teaching practice. The voices of the participants uncovered four meaningful elements of the trip experience: personal challenge, shifting perceptions of students and student learning, the opportunity to shed the teacher facade and positive collaboration with colleagues. As the participants collectively reflected upon these meanings they began to examine their in-school teaching practices in relation to the trip spaces. Tension between the two spaces opened up a dialogue where the participants began to challenge their teaching identity, enabling them to imagine their classrooms in a different light. The results of this study point to the need for teachers to have opportunities to participate in unique and novel teaching experiences (such as the adventure education trip) that hold within them the potential to initiate change in practice. In order to challenge education experiences, time and space need to be provided for teachers to reflect and develop teacher knowledge that can transfer into the development of positive, effective learning communities with colleagues and in their classrooms.

Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008. / Bibliography: leaves 86-89.

Abstract This study aims at enhancing the understanding of outdoor adventure education and experience pedagogy as an alternative teaching method in schools. The purpose of the study is to develop outdoor adventure education, describe its practical implementation and report on the pupils' experiences. The sample is formed by the pupils of a single class in a fairly large town (N = 6, aged 10–12). The pupils had been classified as maladjusted for regular education. The research was carried out during one school year in the late 1990's. The research approach is an application of the ethnographic research tradition and action research. In this study the researcher has an active role shaping the research and trying to develop an alternative teaching method to make the pupils' action and experiences understandable by watching, listening and taking part in the activities. The study develops a method of outdoor adventure education and experience pedagogy, tests its functionality and describes the pupils' experiences of the method as it was applied into practice. The study is not about competition for the superiority or justification of the school's teaching, and the teaching culture is only discussed in terms of a single method. The study at hand consists of a theoretical and empirical part so that outdoor adventure education constitutes the theoretical frame of reference, while the research observations, analysis and interpretation form the empirical part of the study. The research background is described in Chapters 1 to 3, the research observations and their summaries in Chapter 4, conclusions of the analysis and interpretation of the observations in Chapter 5, consisting of discussions of reliability and repeatability. The last chapter of the study, Chapter 6, consists of discussions of the pedagogical conclusions. The observations would appear to show that outdoor adventure education and experience pedagogy is connected with the reform-pedagogical approach, constructivist interpretation of learning and reflective learning. Through these pedagogical approaches outdoor adventure education could be added in the comprehensive school curriculum as an alternative teaching and learning method. It could be implemented as a rehabilitative method of special education without any massive projects or resources. The pupils thought that their experiences of outdoor adventure education and experience pedagogy were positive from the viewpoint of their own development, social interaction and school satisfaction. We can maintain on the basis of the current study that the method implemented here provides one way to add to school motivation and thus to prevent exclusion from education. The observations would appear to show that the method could help to integrate the goals of growth and learning in the modern educational system so heavily focused on information and technology. "But the walking of which I speak has nothing in it akin to taking exercise, as it is called, as the sick take medicine at stated hours—as the swinging of dumb-bells or chairs; but is itself the enterprise and adventure of the day." (Henry Thoreau 1817—62) / Tiivistelmä Tutkimuksessa tarkastellaan seikkailu- ja elämyspedagogiikkaa kasvatus-, opetus- ja oppimisnäkemyksenä sekä peruskoulun yleiseen opetussuunnitelmaan sisältyvänä vaihtoehtoisena käytännön opetus- ja oppimismenetelmänä. Tehtävänä on kehitellä ja selkiyttää seikkailu- ja elämyspedagogiikan ilmiötä, kuvata sen käytännön toteutumista koulussa ja tuoda esille oppilaiden kokemuksia. Kohteena on suurehkon kaupungin erityiskoulun yhden luokan oppilaat (N = 6, ikä 10–12 v.). Oppilaat oli luokiteltu yleisopetukseen sopeutumattomiksi. Tutkimusajankohta oli yksi lukuvuosi 1990-luvun loppupuolella. Tutkimusotteena on etnografisen tutkimustradition, toimintatutkimuksen ja konstruktiivisen tutkimusotteen sovellus. Tutkimusessa tutkijalla on aktiivinen rooli. Hän koettaa kehitellä vaihtoehtoista opetusmenetelmää ja saada oppilaiden toimintaa ja kokemuksia ymmärrettäväksi katselemalla, kuuntelemalla ja ottamalla osaa toimintaan. Esitys on vain yksi esimerkki siitä, miten vaihtoehtoista opetusta voidaan tutkia ja kokeilla, eikä tarkoitus ole vertailla toisiinsa eri opetusmenetelmiä tai kulttuureita. Käsillä oleva tutkimus koostuu teoreettisesta ja empiirisestä osiosta niin, että seikkailu- ja elämyspedagogiikkaan liittyvä traditio muodostaa tutkimuksen teoreettisen viitekehyksen ja tutkimushavainnot empiirisen osan, joista analyysin ja tulkinnan avulla laaditaan pedagogiset johtopäätökset. Seikkailu- ja elämyspedagogiikka kytkeytyy reformipedagogiseen suuntaukseen, konstruktivistiseen oppimisen tulkintaan ja reflektiiviseen oppimiseen. Näiden pedagogisten näkemysten avulla seikkailu- ja elämyspedagogiikka voitiin liittää peruskoulun opetussuunnitelman sisään kuuluvaksi vaihtoehtoiseksi opetus- ja oppimismenetelmäksi. Tutkimuksen perusteella näyttää, että seikkailu- ja elämyspedagogiikan avulla oli mahdollista tukea kouluoppiaineiden ulkopuolelle jääviä persoonallisen kasvun ja sosiaalisen toiminnan tavoitteita. Kokemukset seikkailu- ja elämyspedagogiikasta olivat oppilaiden mukaan myönteisiä oman kehittymisen, sosiaalisen vuorovaikutuksen ja kouluviihtyvyyden ja kannalta. Voidaan todeta, että seikkailu- ja elämyspedagogiikka on yksi vaihtoehtoinen menetelmä haastavien oppilaiden kuntouttavassa kasvatuksessa, koulumotivaation lisäämisessä ja syrjäytymisen ehkäisemisessä. Havaintojen perusteella näyttäisi, että menetelmän avulla voidaan eheyttää kasvu- ja oppimistavoitteita tämän päivän tieto- ja teknologiapainotteisessa koulujärjestelmässä. "Mutta se kävely, josta minä puhun, ei muistuta lainkaan niin kutsuttua liikunnan harjoitusta, ei lääkkeiden nauttimista määrätunnein eikä käsipainojen tai tuolien nostelua, vaan on päivän tehtävä tai seikkailu" (Henry Thoreau 1817–62)

Den här studien handlar om äventyrspedagogik som metod där syftet är att utforska och bidra med förståelse för vad den pedagogiska metoden äventyrspedagogik innebär. Frågeställningarna som valdes ut för att svara upp till syftet berör hur och varför förskollärare arbetar med äventyrspedagogik, hur förskollärare ser på äventyrspedagogikens möjligheter att stimulera barns lek och lärande samt vilka pedagogiska utmaningar som finns i arbetssättet. Studien är av kvalitativ ansats och semistrukturerade intervjuer har använts som metod för att svara upp till frågeställningarna. För att kunna få ett resultat bearbetades teman och kategorier fram utifrån de transkriberade intervjuerna. Urvalsgruppen innefattar fem förskollärare från två olika förskolor i två olika kommuner som arbetar med äventyrspedagogik som metod i sin vardagliga verksamhet. Fyra av dessa förskollärare har läst Furmarks (1999) kurs i äventyrspedagogik som ges vid Luleå Tekniska universitet. Resultatet på studien visar på ett stort engagemang hos de berörda förskollärarna, där flera fått en nytändning i sin yrkesprofession. Samtliga respondenter svarade att lek uppstod utifrån de erfarenheter barn förvärvar i ett äventyr samt att lek och lärande hör ihop med varandra. Den kunskap som barn får genom äventyrspedagogik är bland annat samarbete och den sociala utvecklingen barn emellan. De pedagogiska utmaningar som belystes var frågor om tid, materiella resurser, språk samt funktionsnedsättningar.

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本研究旨在探討「優勢觀點為基礎之探索教育團體」對感化教育少年「增強權能」的成效，並根據研究結果提出「優勢觀點為基礎之探索教育團體」作為犯罪問題行為少年處遇策略之適用性。 　　本研究採「不等質控制組」準實驗設計，以「誠正中學」中受感化教育的少年為對象。其中，實驗組成員23名，實驗期間接受九次的「優勢觀點為基礎之探索教育團體」；四組對照組成員共81名，接受一般輔導課程。 本研究使用量化工具－「增強權能量表」，分別進行前測、後測與追蹤測，並以「無母數檢定(Mann-Whitney U統計量檢定、Wilcoxon符號等級檢定)」作為統計方法，檢驗分析實驗處遇的立即效果與延續效果。本研究同時使用質化工具－「反思札記」，藉由個別成員活動反思紀錄的整理與分析結果，提出成員在團體中的「學習收穫」與「增強權能」的展現，以作為實驗效果之補充。 本研究的主要發現如下： 一、「優勢觀點為基礎之探索教育團體」對感化教育少年「增強權能」有正向顯著影響，且效果能延續加乘。 二、一般矯正教育措施對「增強權能」也可以帶來正向影響，但效果卻未能持續。 三、成員的「增強權能」會隨著「團體歷程」呈現「階段性」發展。 四、「優勢觀點為基礎之探索教育團體」適用於受感化教育少年，也可為少年犯罪問題行為矯治之有效策略。 根據研究發現，提出下列幾點建議： 一、對於青少年犯罪矯治實務 (一)建議可將「優勢觀點為基礎的探索教育團體」安排於新生入校階段實施。 (二)建議可將「增強權能」程度作為矯正學校成效評估指標之一。 (三)建議矯正學校內可以增設「低空繩索設施」。 (四)建議校內舉辦探索教育訓練，讓工作人員都具備探索活動帶領能力。 二、對於未來從事相關研究者 (一)先深入瞭解「矯正學校機關特性」以利預先克服執行面之可能干擾 (二)須格外注意保密相關的「研究倫理」 (三)團體人數掌握在8-12人，或是安排協同領導者 參、對於未來計畫運用「優勢觀點為基礎之探索教育團體」的實務工作者 (一)領導者在團體過程中與成員互動要積極落實「優勢觀點」實務要素。 (二)在方案執行中持續進行「過程評估」。 (三)在團體方案結束後「持續輔導」。 / This research is to investigate “The Effects of Strength-based Project Adventure Education Group” on “Empowerment” for juvenile inmates and according to the research results to bring up the application of “Strength-based Project Adventure Education Group” on treatment strategy of juvenile delinquents. The nonequivalent control group quasi-experimental design was utilized in this study. And the subjects of this research were Juvenile Inmates in Chengjheng High School. There were 23 members in experiment group and during experiment period, they accepted 9 times of “Strength-based Project Adventure Education Group”; at the same time, there were 4 control groups (total 81 members) who accepted usual student counseling courses to compare. The study employed “Empowerment Scale” to conduct pretest, posttest, and long-term measures. Then the data were analyzed by nonparametric (Mann-Whitney U Test and Wilcoxon Sign Rank Test) as statistics method to examine and analyze instant and long-term effects on experiment treatment. And the researcher also used qualitative tool “introspection notes” to collect and analyze the consequences from self-observation records on individual member’s activities and addressed the performances of members on “Learning Gains” and “Empowerment” in groups as supplementary of experiment effects. And the main findings of this research are as below: 1. “Strength-based Project Adventure Education Group” has positive and obvious influences on “Empowerment” of juvenile delinquents and the effects can be synergistic continuously. 2. Usual student counseling courses can create positive influences on “Empowerment” as well but the effects cannot be continuous. 3. The “Empowerment” of members can develop “Stage by Stage” along with “the Progress of Groups”. 4. “Strength-based Project Adventure Education Group” is suitable for juvenile delinquents and efficient strategy to correct their criminal problems and activities. Based on the findings of this research, the researcher has suggestions below. 1. For the practices on correction of juvenile delinquents: a. “Strength-based Project Adventure Education Group” can be implemented when new students just enter schools. b. The degree of “Empowerment” can be as one of criteria on outcomes evaluation of correction schools. c. Correction schools can add “the Facilities of Low Ropes Course”. d. Correction schools can hold Project Adventure education training to let all workers have leading abilities of adventure activities. 2. For future researchers who focus on related topics: a. Understand “Characteristics of Correction Schools and Institutions” deeply first in order to avoid any possible interference on the aspect of application in advance. b. Should pay particular attention to privacy-related "Research Ethics". c. Group members should be controlled 8-12 people or arrange collaborative leaders. 3. For practitioners who plan to adopt “Strength-based Project Adventure Education Group” in the future: 1. Leaders must implement practical essentials of “Strengths Perspective” in the progress of groups and between the interactions with members. 2. Keep proceeding with “Evaluation of Progress” when the project is carried out. 3. Maintain student counseling after the project is finished.