The Orientation and Navigational Skills of Young Children: An Application of Two Intervention Strategies

Walsh, S. E.; Martland, J. R.

doi:10.1017/s0373463300011310

Cited by 3 publications

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“…1 These results supported the argument that it is simpler to use one set of information, that is, the compass and Magnetic North alignment, for orientation. Three groups of children followed different intervention program-mes based on the use of: (i) a compass-based strategy programme, (ii) a landmarkbased strategy programme and (iii) a programme based on both compass and landmark strategies.…”

Section: O R I E N T a T I O N And The Young O R I E N T E E Rmentioning

confidence: 53%

“…However, when given the choice, a large percentage of the children from the combination of strategies programme chose to use the compass-based strategy to complete a complex route across the uniform grid. 1 These results supported the argument that it is simpler to use one set of information, that is, the compass and Magnetic North alignment, for orientation. 3…”

Section: O R I E N T a T I O N And The Young O R I E N T E E Rmentioning

confidence: 53%

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Orientation and the Young Orienteer

Walsh

Martland

1996

J. Navigation

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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.

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Section: O R I E N T a T I O N And The Young O R I E N T E E Rmentioning

confidence: 53%

Section: O R I E N T a T I O N And The Young O R I E N T E E Rmentioning

confidence: 53%

Orientation and the Young Orienteer

Walsh

Martland

1996

J. Navigation

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“…In our work with this paper, we have not been able to find extensive literature on this subject, and more specific literature concerned with people experiencing disorientation in the outdoors appears to be lacking. We have found literature concerning spatial disorientation, but it is linked to other research areas like the study of neurodegenerative disorders (for example Monacelli et al, 2003;Tu et al, 2015;Cammisuli and Crowe, 2018;Puthusseryppady et al, 2022), other transport contexts like aviation and pilot training (for example Benson, 1973;Pike, 1992;van Erp et al, 2006;Lewkowicz and Biernacki, 2020;Hao et al, 2022), experiments in simulation or controlled laboratory settings (for example Dariusz, 2018;Lewkowicz and Kowaleczko, 2019;Landman et al, 2022) or within specific activities or even animal navigation (for example Walsh and Martland, 1993;Matthews, 1997).…”

Section: Waylosing and Lost Person Behaviourmentioning

confidence: 99%

Waylosing and wayfinding in the outdoors: a typology of wayfinding approaches to problem-solving when temporarily lost

Wattne,

Volden

2024

J. Navigation

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This paper presents the findings from a survey conducted in Norway to study the process of recovering from temporary disorientation in outdoor environments. The survey, with 693 respondents, investigated how individuals navigate and regain their bearings after getting disoriented for a short period of time. By collecting data on duration of disorientation and descriptions of participants' recovery experiences, we conducted both qualitative and quantitative analyses to establish a typology of spatial problem-solving [Downs, R. M. and Stea, D. (1977). Maps in Minds: Reflections on Cognitive Mapping. New York: Harper & Row, p. 55] approaches employed in wayfinding after becoming temporarily lost in outdoor settings. The research systematically explores the use of materials and approaches described by respondents when re-establishing their bearings. The existing research literature lacks comprehensive reporting on people's strategies for solving the problem of being disoriented in the outdoors, which motivated us to conduct this study. The resulting typology gives an overview of approaches employed to solve the problem of being lost in the outdoors and contribute additional details and insights to the understanding of individuals' wayfinding behaviours and reorientation processes.

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Psychopedagogy Shows the Way

Martland¹

1993

Journal of Education for Teaching

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The Orientation and Navigational Skills of Young Children: An Application of Two Intervention Strategies

Cited by 3 publications

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Orientation and the Young Orienteer

Orientation and the Young Orienteer

Waylosing and wayfinding in the outdoors: a typology of wayfinding approaches to problem-solving when temporarily lost

Psychopedagogy Shows the Way

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