Are Challenge (Ropes) Courses an Effective Tool? A Meta-Analysis

Gillis, Lee H.; Speelman, Elizabeth

doi:10.5193/jee.31.2.111

Cited by 29 publications

(56 citation statements)

References 15 publications

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“…Ropes courses generally instill basic teamwork functions between students. In a recent meta-analysis, the second largest effect size (d = 0.62) was attributed to group dynamics and supported the notion that such programs allow individuals to learn how to work together (Gillis & Speelman, 2008). Goldenberg and Soule (2011) used means-end theory in a longitudinal study and found that years after the completion of their course, students still believed the most salient parts of their course included building community and creating opportunities for teamwork.…”

Section: Group Outcomesmentioning

confidence: 90%

The Social System in Outdoor Adventure Education Programs

Sibthorp

Jostad

2014

Journal of Experiential Education

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Many components of the social system interact with one another to produce grouplevel behavior that determines the functionality of the small group in outdoor adventure education (OAE). This article synthesizes the contemporary literature and theory regarding eight aspects of the OAE social system: (a) Macro Contextual Factors, (b) Student Factors, (c) Instructor Factors, (d) Goals, (e) Group Factors, (f) Group Outcomes, (g) Group Dependent Individual Outcomes, and (h) Time. Directions for future research and implications for OAE are discussed.

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Section: Group Outcomesmentioning

confidence: 90%

The Social System in Outdoor Adventure Education Programs

Sibthorp

Jostad

2014

Journal of Experiential Education

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“…Research by Hattie et al (1997) found that outdoor education programmes with a clear focus on personal development have, on average, small to moderate positive impacts on self-esteem, self-concept and self-efficacy and that programmes without a self-development philosophy are inclined to have negligible impacts. There have been extensive studies and reviews of research on the effects of outdoor education on self-constructs (e.g., Cason & Gillis, 1994;Ewert, 1990Ewert, , 1991Gillis & Speelman, 2008;Hattie et al, 1997;Marsh et al, 1986aMarsh et al, , 1986bNeill, 2002). Meta-analytic research has shown that an outdoor experience can result in notable outcomes with respect to enhancing self-esteem and that they have particularly strong lasting effects (Cason & Gillis, 1994;Haney & Durlak, 1998;Hattie et al, 1997;Neill & Richards, 1998).…”

Section: Outdoor Education and The Development Of Selfmentioning

confidence: 99%

“…50) conclude that, 'improvements caused by some applications of outdoor adventure in dimensions of self-concept, locus of control and in socialisation with peers and adults are likely to contribute to the process of healthy adolescent development'. Gillis and Speelman (2008) offer a more recent meta-analysis of outdoor adventure challenge programmes. Their research has a more precise focus than earlier Downloaded by [Staffordshire University] at 06:11 05 October 2014…”

Section: Downloaded By [Staffordshire University] At 06:11 05 Octobermentioning

confidence: 99%

‘It's good for their self-esteem’: the substance beneath the label

Leather

2013

Journal of Adventure Education & Outdoor Learning

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This paper provides an informed and critical understanding of the concept of self-esteem. It explores this psychological construct in relation to its use in adventure education and outdoor learning. Enhancing a participant's self-esteem is perceived to be fundamentally a good thing and is culturally linked to the Hahnian notion that implies outdoor education is good for character-building and more recently personal development. This paper suggests that the improvement of self-esteem has become a reified programme outcome as well as an argument for the value and importance of outdoor education programmes. In this paper I seek to address the often uncritical and at times evangelical claim that outdoor programmes enhance self-esteem. This paper looks at the development of self-esteem generally and then considers its appearance in the outdoor education literature. Aspects of this that relate to outdoor learning and adventure education include: development of the self, behaviour, disaffected young people, recent UK developments and common misconceptions regarding self-esteem. These are explored and their implications for practice and research are considered. The essence of this paper is that outdoor educators need to be more critical, informed and specific about exactly what it is they are trying to achieve, how their programmes are evaluated, particularly with outcomes that are related to potential changes in 'self' and how these changes are measured. RationaleThe purpose of this paper is to provide some substance beneath the self-esteem label; namely an informed and critical discussion and examination of the self-esteem concept as used in adventure education and outdoor learning. To this end I explore the psychological construct of self-esteem, and other similar terms, specifically in relation to their use in adventure education and outdoor learning. Enhancing a participant's self-esteem is perceived to be fundamentally a good thing and is culturally

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“…Across the literature, average eff ects of ropes course interventions on psychological outcomes (regardless of sample-type or variable of interest) have been reported at d = .45 (Gillis & Speelman, 2008). Some outcomes such as interpersonal dynamics have eff ect sizes greater than .60 (Gillis & Speelman, 2008).…”

Section: The Ropes Coursementioning

confidence: 99%

Getting Roped In: Group Cohesion, Trust, and Efficacy Following a Ropes Course Intervention

Eatough

Chang²,

Hall

2015

Perf Improvement Qrtly

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The aim of this study was to explore the potential beneficial workgroup outcomes of a ropes course challenge intervention. Using three distinct samples (a military group, a medical facility workgroup, and a utility company workgroup), this study explored the systematic individual and group‐oriented outcomes achieved. Significant changes in group cohesion, group member trust, and group‐efficacy were found post‐ropes course intervention in all three samples. Two of the three samples additionally demonstrated improvement in employees’ self‐efficacy. Sample 3 examined trait coping style and demonstrated that employee social support coping predicted degree of change in group cohesion, but in an unexpected direction. Taken together, results suggest experiencing a ropes course challenge may foster improvement in group member trust, group‐ and self‐efficacy, and group cohesion—especially for individuals who are unaccustomed to seeking social support under stress. The potential gains of ropes course challenge interventions for workgroups may have been previously underestimated.

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Are Challenge (Ropes) Courses an Effective Tool? A Meta-Analysis

Abstract: This study reports the results of a meta-analysis of

Cited by 29 publications

References 15 publications

The Social System in Outdoor Adventure Education Programs

The Social System in Outdoor Adventure Education Programs

‘It's good for their self-esteem’: the substance beneath the label

Getting Roped In: Group Cohesion, Trust, and Efficacy Following a Ropes Course Intervention

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