Sail training as education: more than mere adventure

Abstract

This paper describes the process and findings of a multinational study of the characteristics of sail training for young people. The study used a structured qualitative method and involved 'indigenous practitioner-researchers' who collected the majority of the data. Our findings show that participation provides an opportunity for learning in the practical and cognitive domains in relation to skills and knowledge, and in the affective domain in relation to social confidence. The data collected provide evidence that sail training has positive benefits in terms of participants' social confidence and their self-perceptions of capacity to work collaboratively with others. It is argued that while sail training experiences are generally positive and beneficial, some appear to be more effective than others in developing social confidence. We also show that it is not principally the seamanship dimension of the experience, but the combination of a structured purposeful programme with the unique character of the seafaring environment that provides the basis for that learning. The more effective experiences in this respect appear to be those where there is a greater emphasis on specific programme activity. Sail training should therefore be understood not solely as adventurous recreation but as a powerful educative experience.

Powerful learning at SEA

“…The themes from the present study also exemplify principles of experiential education (Association for Experiential Education, 2015), adventure education and sail training. For example, Sibthorp (2003) speaks of the importance of social learning and modelling, and authenticity in learning transferable skills through adventure education, and McCulloch, McGlaughlin, Allison, Edwards, and Tett (2010) describe the growth of self-confidence and the capacity to work collaboratively through sail training. Mackenzie, Son, and Hollenhorst (2014) further describe how such themes can be connected to theories of learning, and to such connections we now turn.…”

Steering a course towards eudaimonia: the effects of sail training on well-being and character

“…The purpose of the study was to investigate the subjective significance 2 of voyage-based activities, to consider how these activities may contribute to the developmental outcomes identified in previous sail training studies and to inform future operating practices aboard this vessel. increase in self-concept, self-esteem, social confidence, and inter-and intra-personal skills (see, for example, Gordon, Harcourt-Smith, Hay & Priest, 1996;Rogers, 2004;McCulloch, McLaughlin, Allison, Edwards & Tett, 2010). It 'is a modern phenomenon with deep historical roots' (McCulloch, 2015, p.236).…”

A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

“…Unique environment of sail training. One emergent theme was that sail training programs provide a unique environment for education (e.g., Cleland, 2011;McCarthy & Kotzee, 2010;McCulloch, 2007;McCulloch, McLaughlin, Allison, Edwards, & Tett, 2010), with four of the 16 studies specifically discussing this claim. Cleland (2002) went further by linking specific sail training activities with experienced outcomes.…”

“…Some of the current sail training research suggests that the learning environment used for sail training is unique (Cleland, 2002;McCarthy & Kotzee, 2010;McCulloch, 2007;McCulloch et al, 2010). McCulloch (2007) suggested, "It is that combination of limited space and restricted privacy, the movement of the vessel and the inescapability of the whole experience that makes living at sea so profoundly different from any dry land context" (p. 300).…”