Centre‐based and expedition‐based (wilderness) adventure experiential learning regarding personal effectiveness: an explorative enquiry

Abstract

The purpose of this study is to compare a centre-based adventure programme (CBAP) with an expedition-based wilderness programme (EBWP) with regard to personal effectiveness. In comparing these two programmes, this study made use of a crossover research design with data collection according to DE Vos. Participants were 28 third-year students (14 men and 14 women), aged 20 to 23 ( = 21.6 ± 0.7) from the Northwest University (Potchefstroom Campus) in South Africa. Both interviews and questionnaires (n = 28) were used to gather comprehensive data. Results indicated medium-(d = 0.5) to-practically significant (d ≥ 0.8) changes in most of the ROPELOC (Review of Personal Effectiveness and Locus of Control) variables. Each programme offered unique benefits. The EBWP resulted mainly in improvements in terms of the personal aspects of the ROPELOC, whereas the CBAP mainly delivered in terms of its social aspects. Even though both programmes seem to be beneficial for the facilitation of personal effectiveness, each programme should be selected according to the envisaged outcomes and intervention criteria. For the improvement of personal effectiveness, the EBWP seems to be of relatively more value -mainly on account of the impact of the wilderness environment. This translates into unique experiences of solitude, privacy and freedom of choice, spiritual upliftment, and restoration.

Position Statement on Active Outdoor Play

“…observed that higher active outdoor play was associated with better self-regulation and in turn with better academic achievement among pre-school children [ 138 ]. Others have shown similar psychological benefits of active outdoor play [ 139 , 140 , 141 , 142 ].…”

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

“…It adds something different and special to the achievement. Interestingly, Greffrath et al (2013) found that a centre-based adventure program improved communication abilities, productiveness and competition within the group more than an expedition based wilderness programme, except that 'group morale' was in favour of the expedition-based wilderness program, which showed a medium effect (d = 0.5).…”

“…For the improvement of personal effectiveness, an expedition based wilderness programme seemed to be of relatively more value (mainly on account of the impact of the wilderness environment) than a centre based adventure programme (Greffrath et al, 2011). On the basis of comments in the interviews, it may be interpreted that having time to learn at their own pace, to talk with other people, to see other people being productive (sometimes with the support and encouragement of their fire leaders) and to wild camp are the result of modern life denying young people uncluttered time and space to think, reflect, talk and observe, and the expedition created these spaces which the young people found both unusual and valuable (Allison, 1998).…”

“…Finally, in terms of their self-sufficiency, the six Young Explorers felt that first they had 'learned to rely on themselves', second that they felt 'they could make a positive contribution to a team' (cf. Greffrath et al, 2011) and 'knew what they could do to be physically healthy', and thirdly they had 'better understanding of the risks associated with a wilderness expedition and felt more comfortable taking those risks', and they 'knew what things they do well and not so well'. They cited that the 'Other Young Explorers, wild camping and trekking and mountaineering' had helped them most.…”

Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

“…Intensive shortterm study abroad of two weeks or less includes adventure travel and has been found to result in similar or stronger educational and personal impacts on participants (Alexander, Bakir & Wickens, 2010). Expedition-based learning specifically has been shown to significantly increase measurable personal abilities, organizational skills, overall effectiveness, stress management, openness in thinking, time efficiency, and coping with change (Greffath, Meyer, Strydom & Ellis, 2011). The opportunities for growth generally benefit all students, regardless of income, although most international study travel participants are wealthy (Lewin, 2009).…”