Journal Articles

It is commonly claimed that outdoor adventure programmes produce positive changes in participants by exposing them to adventure activities designed to encourage self-discovery and character building. Previous studies have focused on the impact of rehabilitative adventure therapy programmes and adventure education programmes for male dominated or coed environments, however little is known about girls’ motivations for participating in adventure educational programmes and their associated outcomes. The purpose of this study was to examine the effectiveness of a five-day Outward Bound course among young, female secondary students in Singapore. A total of 149 female students aged from 13 to 16 years from a single cohort took part in the study. Results showed that the course had positive impacts on the participants’ social skills, interpersonal skills, leadership, and self-esteem. The effect sizes ranged from .24 to .64, which were consistent with the moderate change of previous outdoor programmes effect size research (Hattie, Marsh, Neill, & Richards, 1997). In addition, intrinsic motivation positively predicted participants’ satisfaction level after the course. Overall, this study showed that outdoor adventure programmes can have a positive impact on adolescent Singaporean girls.

Outdoor education is emerging as a compulsory component of the school curriculum in Singapore. As more and more young people are involved in outdoor education programmes, the motivational factors that influence students’ participation in outdoor activities is an important area of inquiry. The purpose of this study was to use a self-determination theory framework to examine post course satisfaction level among young adolescents. A total of 314 secondary school students aged from 12 to 16 years took part in the survey. Results showed that external regulation negatively predicted self-reported satisfaction whereas intrinsic motivation positively predicted participants’ satisfaction levels of the course. It is highlighted that young adolescents should not be coerced into outdoor education programmes. They should be provided with a meaningful rationale for participation and given some autonomy for decision-making in order to have a more positive and enjoyable experience during the programme.