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Jakob F. Thorsteinsson University of Iceland, Faculty of Sport Sciences, Social Education and Leisure Studies8th of October


  • 1.Into the woods: About the significance of woods and wilderness for Youth work in EuropeOutdoor adventures Outdoor adventures- Study on the Highland Adventures School JourneysJakob F. Thorsteinsson University of Iceland, Faculty of Sport Sciences, Social Education and Leisure Studies 8th of October

2. Jakob F. Thorsteinssonadjunct at the University of Icelandjakobf@hi.isBorn in 1969 and a teacher by education with MA in Learningand Teaching Studies with emphasis on Outdoor Education.I have a 12 years experience in social and leisure work,taught in primary school for two years and since 2004 inUniversity of Iceland (Education - Faculty of Sports, SocialEducation and Leisure Studies) and at Hlar University (RuralTourism).Been working in a various experiential programs for over 10years; as an trainer for The Challenge Ltd, and as an adjunctat the University of Iceland were I teach courses on Outdoorand adventure education, The outdoors, play and education,Outdoor Journeys and friluftsliv and Leisure studies, se moreat http://www.hi.is/en/simaskra/4249I have also been a active member in various voluntaryorganization such as the Scouts, Icelandic Association forSearch And Rescue (ICE-SAR), The Icelandic Youth Associationand a Sailing club. 3. Menue1. The schools go into the woods in Iceland 2. Why did I do the research3. The Journeys the Outdoor program in the school4. Research questions5. Methods6. Findings 4. Into the woods in Iceland 5. Into the woods in Iceland 6. Into the woods in Iceland 7. Into the woods in Iceland 8. Into the woods in Iceland 9. Into the woods in IcelandBut why!How is our nature? 10. Into the woods in IcelandBut why!What is our outdoor culture? 11. Why did I do the research? 12. The travel project 1st grade stays over night atthe school (Oct). 2nd , 3rd and 4th. grade stay overINTRODUCTIONnight in a communitycenter in the countrysideand take part in a sheepround up (Sept) 5th grade stays over night in aenvironmental center(Alvira). 13. The travel project 6th grade takes a bicycle tour from the school to Grtta (15 km)INTRODUCTION 7th grade stays for five days in aOutdoor centre at Reykir inNorth of Iceland. Extra: Every year a hill and a mountain walks for each year. 14. The Journeys 8th grade takes a hiking journey, in separate gender groups. The teenagers hiked 50 km trek in four days in the Icelandic Highlands (interior),INTRODUCTION 9th grade takes a three days gender- mixed bicycle journey. They bik a distance of 100 km in the Icelandic Highlands. 10th grade takes a tow days gender- mixed bicycle journey. They biked a distance of 70 km in the Icelandic Highlands. 15. QUESTION FOR US!What do we think the students could gain from sucha program? 16. Research questions1. What is the ideology behind the Highland Adventures School Journeys and how does it relate to friluftsliv, outdoor and adventure education?2. How do the pupils and staff members (participants) experience the journeys?3. How is it possible to work with ethics of care in adventure journeys? 17. Research methodsParents Quantitative Questionnaire TeachersStudentsPrincipal Mixed research design Interviews TeacherStudentsQualitative Pictures from thejourneys ObservationsAutumn 2007during the jouneys Field notesSpring 2008Short studentsSpring 2010journals 17 18. Four dimensions in analyzing the dataJakob ...Students School curriculumSchoolTeachersmaster 19. FINDINGS 20. The main conclusions The main results are that the ideology and methods areformed and the most obvious theoretical connection is toadventure education, and the methodology is partlyconnected with methods of experiential learning. The students participate in a profound experience thatstrengthens them, especially the group and also asindividuals. Opportunities are created to practice care for oneself, forclose and distant others, nature and ideas. 21. General Participation in the journeys 2007 Total Participation Rate BoysGirls TotalBoys Girls Total Boys Girls 8th grade 272249 2721 48100% 95% 9th . grade 272653 2518 4393%69% 10th grade253257 2017 3780%53% 79801597256 128 91%73% 22. What is the ideology behind the Highland AdventuresSchool Journeys and how does it relate to friluftsliv,outdoor and adventure education?RESEARCH QUESTION 1 23. Conclusions 11. The journeys have a founded pedagogy and fits best definitions on adventure education. It was easier to find definition that fitted the journeys within Outdoor Educaton than with Friluftsliv . Friluftsliv is a broad term that is difficult to handle. Example: A goal can be to work with personal and/or interpersonal growth or work with environmental responsibility.= Adventure education or environmental education2. Theoretical anchoring of pedagogical outdoor work in Iceland is still in its early stages.3. We have very limited or disordered discourse (concepts) in Icelandic over friluftsliv, outdoor and adventure education. 24. Definitions of Adventure EducationAdventure education the one used Direct, active, and engaging learning experiences that involve the wholeperson and have real consequences. Educational activities and experiences,usually involving close interaction with the natural environment and within asmall group setting that contain elements of real or perceived risk. Theoutcome, while uncertain, focuses on the intrapersonal and interpersonaldevelopment of the individual or group. (Prouty, Panicucci og Collinson,2007:229). Beint og virkjandi reynslunm sem tekur til persnunnar heild og hefurhrif hana reynd. Um er a ra virkt nm og reynslu sem oftast gerist nnum samskiptum vi nttruumhverfi, sr sta innan ltilla hpa og felur sr raunverulega ea skynjaa httutti. Niurstaan er bundin vissu enhersluatrii eru roski einstaklings og hps, innri roski einstaklings ogflagslegur roski Back 25. Definitions of Friluftsliv - officialSweden: Friluftsliv is living outside in the nature- and culturelandscape for the purpose of well-being or to gain experienceof our natural surroundings without the demands ofcompetition. (Erik Backman transaltion) Friluftsliv r vistelse och fysisk aktivitet utomhus fr att uppn miljombyte ochnaturupplevelse utan krav p prestation eller tvling. (Nringsdepartementet, 1999:20).Norway: Friluftsliv is abiding and being physically active in the open air in leisure time, with thepurpose of environmental change and nature experience. (Dag T. Elgvin translation) Friluftsliv er opphold og fysisk aktivitet i friluft i fritiden med sikte p miljforandring og naturopplevelse. (Miljverndepartementet,2001). Back 26. How do the pupils and staff members (participants)experience the journeys?RESEARCH QUESTION 2 27. I and We The overall effect on self-esteem and self confidentof the individual participant were not clear Self-esteem (on the Rosenberg scale) were not done shortly after the journeys. The interview with the teenagers indicate that at least part of the group say that the journeys had a positive effect on their self-esteem. The data is much clearer about the overall effect onthe connections in the group Many things indicate that the highland journeys has a strong positive effect on friendship and a strengthens the relationship between the participants. 28. I, the effect on me Strongly disagreeDisagree Agree Strongly agree Grade Grade GradeMy self-esteem has increased after the journey.Sjlfstraust mitt hefur aukist eftir ferina, bekkir. 29. We, the effect on the groupStrongly disagree Disagree AgreeStrongly agreeIn the journey we the students became better friends.Strongly disagreeDisagree AgreeStrongly agree After the journey I made more friends 30. Important elements for... The teenager are the hardship, fun, being together, getting to know etchother, separate gender groups, the pride, increasedself-esteem and more physical endurance The teachers are fun journeys, well organized, better connection with thestudents, proud over the children accomplishments and a positivepersonal experience for them self. 31. Learnings ...This is all a big adventure kids. I stronglyrecommend that you go. One gets to know theothers better. One gets to know your self muchbetter. The endurance goes up and you learn a lotthat you cant learn from no one ells than your self.This is just fun and nothing ells.We dont receive wisdom; we must discover it forourselves after a journey that no one can take for usor spare us Marcel Proust (18711922). 32. The main elements - summary The circumstance / situation has the strongestinfluence on the individuals, the group and thecommunication. The factors are nature, weather and the challenges. Social environment: travel companions and being together in the huts and walking or biking in the Highlands Overcome risk and challenges. The journey are based on choice and that gives theparticipant more ownership of their learning. 33. Thank you!CLOSINGA short introduction of the Journeys link 34. ReferencesProuty, D., Panicucci J. &Collinson R. (ritstj.)(2007). Adventure Education. Theory andApplication. Champaign IL: Human Kinetics.Nringsdepartementet (1999). Statens std tillfriluftsliv och frmjande organisationer. Ds1999:78.Miljverndepartementet (2001). Friluftsliv Enveg til hgare livskvalitet. 27. jl 2010 onhttp://www.regjeringen.no/nn/dep/md/dokument/proposisjonar-og-meldingar/stortingsmeldingar/20002001/stmeld-nr-39-2000-2001-.html?id=194963