著者

坂本 昭裕 大友 あかね 佐藤 冬果 渡邉 仁

出版者

日本野外教育学会

雑誌

野外教育研究 (ISSN:13439634)

巻号頁・発行日

vol.25, pp.1-17, 2022 (Released:2022-03-31)

参考文献数

41

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This study determines the effects of an 18-day Outward Bound type camping therapy intervention on ego development and the self-concept in children with developmental disorders. The camping program, which was based on movement using mountain bikes, included activities such as river trekking, canoeing, rock climbing, cave exploration, and mountain climbing and was implemented yearly over a 6-year period. The participants were 23 adolescent children with developmental disorders (males: 21, females: 2, mean age=13.43±0.84). Kajita’s Self-Actualization Scale along with the Landscape Montage Technique were used for analysis. The results showed that from the four factors of the self-concept (achievement motivation, self-effort, self-confidence, and perceived self), the camp continued to have an effect on self-effort one month after completion. In addition, although achievement motivation increased immediately after the camp, it fell significantly one month later. Perceived self, which was the highest immediately after the camp, also fell significantly one month later. No significant change was observed for self-confidence. The effect size for these four factors before and after camping therapy was larger in this study than in previous research on typically developing children. Regarding the ego development stages for the children with developmental disorders who took part in the study, the egocentric stage “composition type” accounted for the majority (14 children, 57.5%) before the intervention, indicating a low composition type. However, after going through camping therapy, the composition type of 8 of these 14 children (35%) was found to have improved. From the Landscape Montage Technique analysis, there were some cases where integration increased and sociality improved, even among children in the low stages of ego development.

著者

佐藤 冬果 井村 仁

出版者

日本野外教育学会

雑誌

野外教育研究 (ISSN:13439634)

巻号頁・発行日

vol.22, no.1, pp.1-18, 2018 (Released:2019-10-05)

参考文献数

32

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The study aims to elucidate the lasting impacts of organized camp on participants as they reached their adulthood through the viewpoint of autobiographical memory and autobiographical reasoning. Qualitative data were collected by semi-structured interviews with three male and four female research subjects (20 to 40-years age) who had participated in an organized camp during their childhood. Interpretative Phenomenological Analysis (IPA) was used to analyze these seven case studies of organized camp experience. Through the IPA, 14 themes emerged which were categorized into two major domains. Domain of “impact on oneself” including seven themes ; “core of self,” “conception of nature,” “relationship to others,” “acquisition of sociability,” “improving confidence,” “interest and skill about outdoor education or outdoor activity,” “vitality,” and domain of “factor of impact on oneself” including seven themes ; “camper and adult staff,” “enjoyment,” “unusual situation,” “experience of severe situations,” “continuous participations,” “successful experience,” and “motivation for camp”. Results revealed that the duration of evaluation by participants about camp's significance is not confined within the immediate time frame of the occurrence. The camp's significance is reevaluated at different stages of one's life. This could be during the time when one goes to camp again, or when one is trying to figure out one's occupation, or even when one is facing an obstacle. Further, our analysis suggests that at each stage, the camp's experience is reassessed by the individuals and held a new meaning to them. This study confirms that the meaning-making process and lifelong benefits of camp experience during childhood to adulthood.

著者

佐藤 冬果 井村 仁

出版者

日本野外教育学会

雑誌

野外教育研究 (ISSN:13439634)

巻号頁・発行日

vol.21, no.2, pp.15-26, 2018 (Released:2019-03-01)

参考文献数

17

被引用文献数

1

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The memories recollected from an individual's life are referred to as autobiographical memory. When people recollect one’s past, we undergo the process of autobiographical reasoning as well as recalling merely. That is the activity of creating relations between different parts of one's past, present, and future life and personality and development. The purpose of this study was to elucidate the lasting impacts of organized camps on participants as they reached their adulthood through the viewpoint of autobiographical memory and autobiographical reasoning. The data were collected using a “Camp Memory Characteristics Questionnaire,” which was completed by 191 participants and analyzed using statistics. It was shown that memories of outdoor activities, such as “campfire,” “hiking or Solo,” “involvement with the camper,” “involvement with the camp counselor,” and “meaningful nature experience” were the most memorable events of camp in most of the respondents. Especially, the memories of “accomplishment,” such as “hiking or Solo” were recalled more frequently as well as more clearly, and they are valued as more important than the memories of other activities. In addition, the memories of camp remained in participants’ minds regardless of how much time has passed. By comparing and analyzing respondents' ages, these memories appear to have become more important as participants grew older. Furthermore, around 80% of respondents recognized the impacts of organized camp experiences. Participants also have attributed a variety of meaning to their camp experiences, and it was classified into 6 groups: “self,” “others,” “nature environment,” “outdoor activity,” “occupational choice,” and the other.

著者

佐藤 冬果 坂本 昭裕

出版者

筑波大学 体育センター

雑誌

大学体育研究 = Journal of Sport and Physical Education Center University of Tsukuba (ISSN:03867129)

巻号頁・発行日

vol.41, pp.1-14, 2019-03

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Self-authorship (SA) is one of the most promising concepts among the 21st century skills which one is required to have in modern society. In this study, we have presented an over view of the previous research on SA and discussed the significance and possibility to promote SA through University Physical Education (PE) class as liberal education. Literature reviews were done on the research carried out by Baxter Magolda : 1) about the three dimensions of SA (Epistemological, Intrapersonal, and Interpersonal), 2) the four phases of the developing process, and 3) the conditions that foster the development of SA (i.e., Learning Partnership Model). In addition, we also discussed the studies conducted by other researchers on the factors associated with its development, and the practical examples to promote SA. As a result of the literature review and comparison with diverse studies about the educational structure of PE, PE classes using a constructionism approach have the possibility to be an effective practice to promote SA. Promoting SA by the PE class means that it can cultivate a foundation to achieving many learning outcomes at the university; therefore, it will enable to argue the values of university PE class.