Orientation and the Young Orienteer

Abstract

Orientation within orienteering is dependent on the use of two basic strategies; that is, either a compass or Magnetic-North-based strategy, which relies on the use of one set of information; or the use of a map and landmark-based strategy which relies on the use of at least two sets of information. Walsh and Martland 1 found that, when given the choice, young children use the compass-based strategy when following complex potentially disorientating routes.The efficacy of these two basic orientation strategies was investigated within three different orienteering environments: (i) a familiar known environment; (2) a familiar unknown environment and (3) an unfamiliar unknown environment.Subjects, age range from 9 to I O J years, completed an appropriate orienteering route in each of the environments. Individual mini-cassette recorders and tie-pin microphones were used to record data using a ' think aloud' technique as subjects followed their selected routes. Transcripts of the taped data produced a total number of uttered statements for each subject within each environment. A qualitative analysis of these statements identified the following groups of statements expressed as percentages of the total number of statements (as reported by Thomdyke and Stasz 2 ): (a) Orientation statements; (b) Relocation or error correction statements; (c) Statements about distractions; (d) Self-efficacy statements.There was a higher reported use of the compass-based strategy for orientation within the familiar known environment which supported the earlier findings of Walsh and Martland. 1 Although the percentage of compass-based orientation statements was smaller in the familiar unknown and the unfamiliar unknown environments, there was a pattern in the use of orientation strategies within these two environments. Typically, the compass-based orientation strategy was used for initial orientation at the beginning of the route and at the pre-defined control points along the route, whilst the landmark and map-based strategy was used as a means of maintaining and reinforcing orientation within the route. Relocation statements typically reported an awareness of disorientation and were generally followed by attempts to reorientate. Whilst none of the subjects used relocation statements within the familiar known environment, relocation statements were used within the familiar unknown and the unfamiliar unknown environments.This evidence suggests that both orientation strategies are used in orienteering routes, but that each strategy is used selectively depending on the environment. These findings clearly have implications for the sport of orienteering -particularly the introduction of basic skills to young performers. They support the argument that is essential to introduce the map and compass simultaneously and that relocation and orientation skills should be coached concurrently.

Wayfinding by Means of Maps in Real-world Settings: A Critical Review

“…Investigating strategies are most common in studies of cognition in wayfinding, but since the majority of studies involve experienced orienteers it could be interesting to move the focus towards children and inexperienced adults. A ‘think aloud’ technique to reveal the participant's reflections (reason for action) has also been used in a limited number of wayfinding studies (Eccles et al, 2006; Johansen, 1997; Ottosson, 1984; Walsh and Martland, 1996). This method employs the use of a microphone and instructing the participants to verbalise what they are thinking during the wayfinding.…”

“…Wayfinding in unfamiliar environments requires external aids (Blades, 1997), and therefore unfamiliar environments are most prevalent when wayfinding by the means of maps is investigated. The majority of studies however, have been conducted in familiar environments (Walsh and Martland, 1996) such as neighbouring areas which are usually adjacent to a school. These areas are often limited defined spaces with relatively few landmarks compared to forest areas.…”