戶外冒險教育活動效益預測因子之探討

Predictors of the Benefits for Outdoor Adventure Education Programs

吳崇旗(Chung-Chi Wu)

《臺灣體育運動管理學報》 12卷1期 (2012/03) Pp. 75-99

https://doi.org/10.6547/tassm.2012.0004

摘要

本研究目的旨在探討戶外冒險教育活動效益之預測因子。因此，以戶外冒險教育活動（包括：登山健行、海洋獨木舟、攀岩、定向越野與繩索挑戰課程）參與者為對象進行施測，共回收有效問卷251份（平均年齡為20.38歲；標準差2.54）。根據相關文獻將預測因子分為「活動歷程」與「體驗特性」兩大類作為自變項，並以「冒險教育生活效能」與「團隊凝聚力」為依變項，分別進行多元迴歸分析。研究結果發現：一、以活動歷程探討冒險教育生活效能的主要預測因子（R^2＝.43），包括：任務挑戰、反思分享與能力精熟；二、以體驗特性探討冒險教育生活效能的主要預測因子（R^2＝.43），則包括：相互支持、身體力行、立即結果與鼓勵冒險；三、以活動歷程探討團隊凝聚力之主要預測因子（R^2＝.43）則為：引導歷程、反思分享與能力精熟；四、以體驗特性探討團隊凝聚力之主要預測因子（R^2＝.58）則有：相互支持、身體力行與鼓勵冒險。最後根據本研究之結果，對未來活動設計與研究提出建議，以供未來戶外冒險教育參考。

關鍵字

冒險教育生活效能 ； 團隊凝聚力 ； 活動歷程 ； 體驗特性

並列摘要

This study investigates the predictors of the benefits for outdoor adventure education programs. The researcher adopted the survey research method for this study. The research targets were people who had participated in outdoor adventure education programs, such as mountain hiking, sea kayaking, rock climbing, orienteering and challenge ropes courses. The researcher conducted questionnaires immediately after the participants had completed the programs. The confidentiality and anonymity of the participants were ensured. The number of final valid respondents was 251 (mean age = 20.38 years; SD = 2.54). Following a literature review, the researcher established 2 categories of predictors, namely ”activity processes” and ”experience characteristics,” to predict the benefits of adventure education life-effectiveness and group cohesion using multiple regression analysis. The results of this study are as follows: (a) The significant predictors (R^2 = .43) of activity processes for adventure education life-effectiveness were ”mission challenge,” ”debriefing and reflection,” and ”mastery experience.” (b) The significant predictors (R^2 = .43) of experience characteristics for adventure education life-effectiveness were ”social support,” ”kinesthetic imprint,” ”immediate feedback,” and ”adventure encouragement.” (c) The significant predictors (R^2 = .43) of activity processes for group cohesion were ”the role of the facilitator,” ”debriefing and reflection,” and ”mastery experience.” (d) The significant predictors (R^2 = .58) of experience characteristics for group cohesion were ”social support,” ”kinesthetic imprint,” and ”adventure encouragement.” Based on the results, the researcher presented suggestions for future adventure programs and research to provide a reference for future outdoor adventure education.

並列關鍵字

adventure education life-effectiveness ； group cohesion ； activity processes ； experiences characteristics

參考文獻

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