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Journal articles on the topic 'Outdoor leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Karayol, Metin, and Murat Sentuna. "Leadership impact on outdoor sports." International Journal of Academic Research 5, no. 5 (October 15, 2013): 414–17. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.64.

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2

Priest, Simon. "Outdoor Leadership “Down Under”." Journal of Experiential Education 8, no. 1 (May 1985): 13–15. http://dx.doi.org/10.1177/105382598500800103.

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3

Shooter, Wynn, Jim Sibthorp, and Karen Paisley. "Outdoor Leadership Skills: A Program Perspective." Journal of Experiential Education 32, no. 1 (August 2009): 1–13. http://dx.doi.org/10.1177/105382590903200102.

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Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills from the perspective of the individual outdoor leader. In contrast, this paper proposes a model of outdoor leadership that addresses the perspective of the program. In addition to considering the language and structure of outdoor leadership skill categories, this synthesis of literature results in the suggestion of alternate and consistent terminology for outdoor leadership skill categories and presents a model that can be used to guide hiring, training, and staffing decisions.

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4

Hayashi, Aya, and Alan Ewert. "Outdoor Leaders' Emotional Intelligence and Transformational Leadership." Journal of Experiential Education 28, no. 3 (March 2006): 222–42. http://dx.doi.org/10.1177/105382590602800305.

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This study explored the concept of outdoor leadership from the perspectives of emotional intelligence and transformational leadership. Levels of emotional intelligence, multifactor leadership, outdoor experience, and social desirability were examined using 46 individuals designated as outdoor leaders. The results revealed a number of unique characteristics of outdoor leaders' emotional intelligence and leadership, including contributions of past outdoor experience to the development of emotional intelligence as well as transformational leadership. In addition, there was a moderate and positive relationship between emotional intelligence and transformational leadership.

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5

Hayashi, Aya. "Emotional Intelligence and Outdoor Leadership." Journal of Experiential Education 27, no. 3 (March 2005): 333–35. http://dx.doi.org/10.1177/105382590502700320.

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6

Porter, Su. "Outdoor leadership: theory and practice." Journal of Adventure Education & Outdoor Learning 8, no. 2 (December 17, 2008): 157–58. http://dx.doi.org/10.1080/14729670802214594.

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7

Shooter, Wynn, Karen Paisley, and Jim Sibthorp. "Trust Development in Outdoor Leadership." Journal of Experiential Education 33, no. 3 (January 1, 2010): 189–207. http://dx.doi.org/10.5193/jee33.3.189.

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8

Priest, Simon. "Global Perspectives of Outdoor Leadership." World Leisure & Recreation 30, no. 2 (June 1988): 34–41. http://dx.doi.org/10.1080/10261133.1988.10559033.

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9

Sveen, Rob. "Effective leadership in outdoor programming." Journal of Outdoor and Environmental Education 3, no. 1 (October 1998): 72. http://dx.doi.org/10.1007/bf03400682.

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10

Wattchow, Brian. "Outdoor leadership: Theory and practice." Journal of Outdoor and Environmental Education 11, no. 1 (April 2006): 50–52. http://dx.doi.org/10.1007/bf03400848.

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11

Shooter, Wynn, Karen Paisley, and Jim Sibthorp. "Trust Development in Outdoor Leadership." Journal of Experiential Education 33, no. 3 (March 2011): 189–207. http://dx.doi.org/10.1177/105382590113300301.

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12

Miles, John C. "Book Review: Leadership and Administration of Outdoor Pursuits: Leadership and Administration of Outdoor Pursuits." Journal of Experiential Education 16, no. 2 (August 1993): 55. http://dx.doi.org/10.1177/105382599301600212.

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13

Priest, Simon. "Outdoor Leadership Training in Higher Education." Journal of Experiential Education 11, no. 1 (May 1988): 42–47. http://dx.doi.org/10.1177/105382598801100108.

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14

Enoksen, Elisabeth, and Pip Lynch. "Learning leadership: becoming an outdoor leader." Journal of Adventure Education and Outdoor Learning 18, no. 2 (October 19, 2017): 176–88. http://dx.doi.org/10.1080/14729679.2017.1391105.

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15

Saunders, Nina, and Bob Sharp. "Outdoor Leadership ‐ The Last Male Domain?" European Journal of Physical Education 7, no. 2 (January 2002): 85–94. http://dx.doi.org/10.1080/1740898020070202.

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16

Shooter, Wynn, Jim Sibthorp, and Karen Paisley. "Outdoor Leadership Skills: A Program Perspective." Journal of Experiential Education 32, no. 1 (January 1, 2009): 1–13. http://dx.doi.org/10.5193/jee.32.1.1.

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17

Huber, Tara. "Outdoor Leadership: The Role Women Play." Recreational Sports Journal 19, no. 3 (May 1995): 3–11. http://dx.doi.org/10.1123/nirsa.19.3.8.

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18

Ringer, Martin. "Passion and aliveness in outdoor leadership." Journal of Outdoor and Environmental Education 1, no. 2 (October 1995): 3–15. http://dx.doi.org/10.1007/bf03400649.

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19

Hodgson, Tiffany. "Vulnerability And Leadership In Outdoor Education." Journal of Outdoor and Environmental Education 4, no. 2 (April 2000): 53–58. http://dx.doi.org/10.1007/bf03400723.

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20

Fox, Karen M., Leo McAvoy, Phil Mullins, Zac Robinson, and Sean Ryan. "Ethical Outdoor Leadership: Conversations between Generations." Journal of Experiential Education 26, no. 3 (March 2004): 192–93. http://dx.doi.org/10.1177/105382590402600310.

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21

Rogers, Elizabeth Bond, and Jeff Rose. "A Critical Exploration of Women’s Gendered Experiences in Outdoor Leadership." Journal of Experiential Education 42, no. 1 (January 4, 2019): 37–50. http://dx.doi.org/10.1177/1053825918820710.

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Background: Although outdoor education provides many positive learning outcomes for students, it is a field in which women continue to be underrepresented in leadership roles. Centering the voices of women and other underrepresented populations is critical to creating a more inclusive outdoor education field. Purpose: The purpose of this study was to explore women’s experiences as outdoor leaders, and how women’s perspectives may broaden how outdoor leadership is defined and conceptualized. Methodology/Approach: The study was grounded in narrative inquiry and a critical feminist framework and included interviews and photo reflections of six participants identifying as women outdoor leaders in higher education. Findings/Conclusions: Participants experienced sexism, gender bias, and lack of confidence in technical skills as outdoor leaders. Participants discussed how they conceptualize outdoor leadership through a lens of facilitation and discovery, challenging masculine norms and ideologies. In addition, participants’ intersections of identities influence how they experience outdoor leadership. Implications: Implications from this study indicate the continued need to center the voices of women and diverse populations, using critical frameworks nascent in outdoor education studies. In addition, critical examinations of policies and practices that may reify the White male privileged narrative of outdoor education are needed.

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22

Keeble, Tony. "Bushwalking and Ski Touring Leadership: Outdoor Recreation Leadership in Australia." Journal of Outdoor and Environmental Education 7, no. 2 (April 2003): 66–67. http://dx.doi.org/10.1007/bf03400784.

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23

Gress, Sara, and Troy Hall. "Diversity in the Outdoors: National Outdoor Leadership School Students’ Attitudes About Wilderness." Journal of Experiential Education 40, no. 2 (January 29, 2017): 114–34. http://dx.doi.org/10.1177/1053825916689267.

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Outdoor experiential education (OEE) programs often cater to white, upper-class individuals. With major demographic shifts occurring in the United States, OEE organizations are confronting this imbalance. The National Outdoor Leadership School (NOLS) is addressing this issue with its Gateway Scholarship Program. The purpose of this mixed-methods study was to determine whether Gateway Scholarship and non-scholarship students held different wilderness attitudes and whether those attitudes changed following NOLS courses. A quantitative posttest and retrospective pretest was administered online ( n = 74), with follow-up telephone interviews ( n = 19). Results showed that Gateway students held less positive pre-course wilderness attitudes than non-Gateway students, but most post-course scores had converged. Both groups experienced positive change in wilderness attitudes. Interview data revealed potential reasons for attitude change and areas of possible concern about the conceptualization of wilderness promoted by NOLS.

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24

Yeap, Evelyn Ewe Lin, Rosmiza Mokhtar, Mohd Anwar Muslimen, Farhaniza Ghazali, and Mohd Ariff Ahmad Tarmizi. "Outdoor-Based Education Camp: An Essential Tool to Promote Leadership Skills." International Journal of Information and Education Technology 6, no. 5 (2016): 352–56. http://dx.doi.org/10.7763/ijiet.2016.v6.713.

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25

Gray, Tonia, Denise Mitten, Tom Potter, and Jay Kennedy. "Reflective Insights Toward Gender-Inclusive Outdoor Leadership." Journal of Outdoor Recreation, Education, and Leadership 12, no. 1 (2020): 102–20. http://dx.doi.org/10.18666/jorel-2020-v12-i1-9958.

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26

Priest, Simon. "An International Survey of Outdoor Leadership Preparation." Journal of Experiential Education 10, no. 2 (August 1987): 34–39. http://dx.doi.org/10.1177/105382598701000209.

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27

Warren, Karen. "Book Review: Outdoor Leadership: Theory and Practice." Journal of Experiential Education 29, no. 3 (September 2007): 433–36. http://dx.doi.org/10.1177/105382590702900323.

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28

Jordan, Deb. "A new vision for outdoor leadership theory." Leisure Studies 8, no. 1 (January 1989): 35–47. http://dx.doi.org/10.1080/02614368900390041.

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29

Gerbers, Kellie, and Geneviève Marchand. "Social class considerations in outdoor leadership education." New Directions for Student Leadership 2021, no. 169 (March 2021): 93–101. http://dx.doi.org/10.1002/yd.20425.

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30

Rohendi, Andang. "Pengaruh Outdoor Education dan Kepramukaan terhadap Social Skill dan Leadership Siswa SMAN 2 Ciamis." Jurnal Keolahragaan 6, no. 1 (April 15, 2020): 14. http://dx.doi.org/10.25157/jkor.v6i1.4921.

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Pendidikan merupakan proses perubahan sikap dan perilaku sebagai akibat dari pengalaman. Proses pendidikan diharapkan dapat memberikan kontribusi besar terhadap perubahan individu ke arah lebih baik. Kenyataan di lapangan masih banyak siswa sekolah yang memiliki keterampilan sosial dan kepemimpinan yang rendah. Berdasarkan permasalahan tersebut penulis mencoba mengkaji permasalahan tersebut. Tujuan penelitian adalah memperoleh data mengenai pengaruh outdoor education dan kepramukaan terhadap social skill dan leadership siswa SMA. Metode yang digunakan dalam penelitian adalah eksperimen. Populasi dan sampel penelitian adalah siswa SMAN 2 Ciamis Jawa Barat dengan jumlah sampel 30 orang terdiri dari kelompok outdoor education dan 30 orang kelompok kepramukaan yang diambil dengan cara two stage random. Instrumen yang digunakan adalah Social Skill Rating System (SSRS) yang dikembangkan oleh Elliot, Husse and Gresham (1993) dan Leadership Assessment yang dikembangkan oleh Hill Consulting Group -Hogan Way Suffolk Virginia (2006). Hasil dari penelitian diperoleh kesimpulan bahwa, 1) Terdapat pengaruh outdoor education terhadap social skill siswa SMA; 2) Terdapat pengaruh outdoor education terhadap leadership siswa SMA; 3) Terdapat pengaruh kepramukaan terhadap social skill siswa SMA; 4) Terdapat pengaruh kepramukaan terhadap leadership siswa SMA.Education was a process of changing attitudes and behavior as a result of experience. The educational process was expected to make a major contribution to individual change for the better. The reality in the field was that there were still many school students who have low social and leadership skills. Based on these problems, the writer tries to study the problem. The research objective was to obtain data on the effect of outdoor education and scouting on the social skills and leadership of high school students. The method used in this research was experimental. The population and sample of the study were students of SMAN 2 Ciamis West Java with a total sample of 30 people consisting of the outdoor education group and 30 scouting groups taken by two-stage random. The instruments used were the Social Skill Rating System (SSRS) developed by Elliot, Husse and Gresham (1993) and the Leadership Assessment developed by Hill Consulting Group -Hogan Way Suffolk Virginia (2006). The results of the study concluded that, 1) There was an effect of outdoor education on the social skills of high school students; 2) There was an effect of outdoor education on high school student leadership; 3) There was an effect of scouting on the social skills of high school students; 4) There was an effect of scouting on high school student leadership.

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31

Propst, Dennis B., and Rená A. Koesler. "Bandura goes outdoors: Role of self‐efficacy in the outdoor leadership development process." Leisure Sciences 20, no. 4 (October 1998): 319–44. http://dx.doi.org/10.1080/01490409809512289.

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32

Boettcher, Michelle Lea, and Ann M. Gansemer-Topf. "Examining Leadership Development through Student Leader Outdoor Recreation Training." Recreational Sports Journal 39, no. 1 (April 2015): 49–58. http://dx.doi.org/10.1123/rsj.2014-0034.

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Since their inception, student leadership development has been a consistent goal of outdoor recreation programs (ORPs). However, little research has been conducted to better understand how these experiences contribute to leadership development for college students. Using the Komives et al. (2005) model of leadership identity development, this qualitative research study examined leadership identity development in the context of a training trip for student employees of an ORP. By focusing on this particular training program, the study sought to answer the following research question: How does participating in an outdoor recreation training trip impact students' leadership identity development? The study found that the participants were navigating through the final three stages of Komives et al.'s (2005) leadership model: leadership differentiated, generativity, and integration/synthesis stages. Participants understood the role of positional leaders and that there were others who were able to lead without holding titles or positions; participants were able to articulate the role of leaders in helping others and sustaining the program; and participants also articulated how these experiences related to their lives beyond ORP trips, achieving the reflective goals of the integration and synthesis. The results highlight the importance of communication and teamwork in leadership development. The findings provide evidence of the role of ORP in enhancing student leadership identity and make the case for continued or expanded support for these programs. The findings of this study provide insight into how student leadership identity development takes place when students are involved in ORP experiences.

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33

Starbuck, J. David, and Brent J. Bell. "Outdoor Orientation Leaders: The Effects of Peer Leadership." Journal of Outdoor Recreation, Education, and Leadership 9, no. 3 (2017): 280–97. http://dx.doi.org/10.18666/jorel-2017-v9-i3-7488.

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34

Priest, Simon, and Timothy Dixon. "Towards a new theory of outdoor leadership style." Leisure Studies 10, no. 2 (May 1991): 163–70. http://dx.doi.org/10.1080/02614369100390151.

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35

Bakhri, Rafdlal Saeful, Arfin Deri Listiandi, Moh Nanang Himawan Kusuma, Didik Rilastiyo Budi, Topo Suhartoyo, and Rohman Hidayat. "Improving Leadership and Teamwork through Outdoor Education Camping Program." JUARA : Jurnal Olahraga 5, no. 1 (December 2, 2019): 31–39. http://dx.doi.org/10.33222/juara.v5i1.704.

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Teenagers who are involved in achievement oriented sports tend to focus more on technique and tactics training. Whereas social skills are important aspects in the development of teenagers is often forgotten. Therefore, a program is needed that can develop aspects of social skills, especially leadership and teamwork. This study aims to determine the effect of the application of outdoor education camping programs on improving leadership and teamwork on youth athletes in basketball and futsal clubs. This study uses a quantitative approach with a quasi-experimental method of pretest-posttest design. The number of research subjects were 30 teenage athletes, in Sukabumi basketball and futsal clubs who were selected using cluster random sampling. The instruments used were in the form of a leadership and teamwork questionnaire. The result of research data of the ability and leadership variable gained average score of pretest as amount 52,2 and 56,4 for its posttest. On team work variable is gained average score of pretest 24,4 and 31,16 for its posttest. The results showed that there were positive and significant improvements in leadership skills and teamwork.

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36

Paisley, Karen, Nathan Furman, Jim Sibthorp, and John Gookin. "Student Learning in Outdoor Education: A Case Study From the National Outdoor Leadership School." Journal of Experiential Education 30, no. 3 (January 1, 2008): 201–22. http://dx.doi.org/10.5193/jee.30.3.201.

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37

Paisley, Karen, Nathan Furman, Jim Sibthorp, and John Gookin. "Student Learning in Outdoor Education: A Case Study from the National Outdoor Leadership School." Journal of Experiential Education 30, no. 3 (April 2008): 201–22. http://dx.doi.org/10.1177/105382590703000302.

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38

Hobbs, Will, Kelli McMahan, and Jeannette Stawski. "The Value of Accreditation for Outdoor Leadership Education Programs." Journal of Outdoor Recreation, Education, and Leadership 10, no. 4 (2018): 288–93. http://dx.doi.org/10.18666/jorel-2018-v10-i4-8356.

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39

Mitten, Denise, and Rosalind Dutton. "Outdoor Leadership Considerations with Women Survivors of Sexual Abuse." Journal of Experiential Education 16, no. 1 (May 1993): 7–13. http://dx.doi.org/10.1177/105382599301600101.

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40

Eys, Mark A., Stephen Ritchie, Jim Little, Heather Slade, and Bruce Oddson. "Leadership Status Congruency and Cohesion in Outdoor Expedition Groups." Journal of Experiential Education 31, no. 1 (August 2008): 78–94. http://dx.doi.org/10.1177/105382590803100107.

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41

Hayashi, Aya, and Alan Ewert. "Development of emotional intelligence through an outdoor leadership program." Journal of Outdoor Recreation, Education, and Leadership 5, no. 1 (June 13, 2013): 3–17. http://dx.doi.org/10.7768/1948-5123.1139.

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42

Williams, Scott D., T. Scott Graham, and Bud Baker. "Evaluating outdoor experiential training for leadership and team building." Journal of Management Development 22, no. 1 (February 1, 2003): 45–59. http://dx.doi.org/10.1108/02621710310454851.

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Advocates of outdoor experiential training (OET) fervently believe in its efficacy, but often have difficulty mustering “hard data” on the business results attributable to OET. OET adherents tend to rely on testimonials of how it promotes leadership and team development. Return on investment (ROI) analysis is perhaps the best way to demonstrate the impact of OET. ROI calculations treat leadership and team development training expenditures as an investment and evaluate the financial returns to an organization relative to that investment. This paper outlines a model by which the ROI of OET can be calculated, and encourages research in this area.

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43

Eys, Mark A., Stephen Ritchie, Jim Little, Heather Slade, and Bruce Oddson. "Leadership Status Congruency and Cohesion in Outdoor Expedition Groups." Journal of Experiential Education 31, no. 1 (January 1, 2008): 78–94. http://dx.doi.org/10.5193/jee.31.1.78.

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44

Priest, Simon. "International Experts Rank Critical Outdoor Leadership Concerns and Components." Journal of Physical Education, Recreation & Dance 60, no. 2 (February 1989): 72–77. http://dx.doi.org/10.1080/07303084.1989.10603951.

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45

Jordan, Debra J. "Effective Leadership for Girls and Women in Outdoor Recreation." Journal of Physical Education, Recreation & Dance 63, no. 2 (February 1992): 61–64. http://dx.doi.org/10.1080/07303084.1992.10604118.

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46

Dyment, Janet, Marcus Morse, Simon Shaw, and Heidi Smith. "Curriculum development in outdoor education: Tasmanian teachers’ perspectives on the new pre-tertiary Outdoor Leadership course." Journal of Adventure Education and Outdoor Learning 14, no. 1 (April 11, 2013): 82–99. http://dx.doi.org/10.1080/14729679.2013.776863.

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47

Allen-Craig, Sandy. "Together We Have Impact: Exploring Gendered Experiences in Outdoor Leadership." Journal of Outdoor Recreation, Education, and Leadership 12, no. 1 (2020): 121–39. http://dx.doi.org/10.18666/jorel-2020-v12-i1-9937.

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48

Davies, Rachel, Tom G. Potter, and Tonia Gray. "Diverse perspectives: gender and leadership in the outdoor education workplace." Journal of Outdoor and Environmental Education 22, no. 3 (October 7, 2019): 217–35. http://dx.doi.org/10.1007/s42322-019-00040-8.

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49

Smith, Heidi, and Dawn Penney. "Effective, exemplary, extraordinary? Towards an understanding of extraordinary outdoor leadership." Journal of Outdoor and Environmental Education 14, no. 1 (June 2010): 23–29. http://dx.doi.org/10.1007/bf03400893.

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50

Goldenberg, Marni, Keith C. Russell, and Katherine Soule. "Comparing Outward Bound and National Outdoor Leadership School Participant Experiences." Journal of Experiential Education 33, no. 4 (May 2011): 360–64. http://dx.doi.org/10.1177/105382591003300407.

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