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Camping gives kids an endless world of good - Research: Update - American Camping Associations
Parks & Recreation, Nov, 2001 by Karla A. Henderson
Recreation programs may not be inherently good unless steps are taken to ensure that positive outcomes occur. It is desirable to identify the spectrum of outcomes from a camping experience to determine what other contributions can be made to youth development through camping (Marsh, 1999). The remainder of this column will explore what is known about the outcomes of camping from the non-mutually exclusive psychological, social, physical, and spiritual domains to help parks and recreation providers develop specific ideas to accomplish their goals.
Psychological Outcomes
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Marsh's (1999) analysis examined self constructs overall. Other researchers have examined particular aspects of self. For example, self-efficacy is a person's perception of their ability to perform a task. If an individual thinks they can do something, they are more likely to succeed in the actual performance. Sekine (1994) studied the self-efficacy changes of school children at a weeklong camping program compared to children that did not participate. This study showed that the children at camp showed significant gains in their locus of control and general self-efficacy. Once self-efficacy has been established, it usually can be generalized to other settings. Therefore, what happens at camp, in terms of building personal confidence, is expected to have some type of carry-over into life beyond the camp setting.
Chenery's (1991) qualitative study of camps across the United States found that cooperation, getting along, achievement, being allowed to make choices, being pushed to be the best one can be, independence, and teamwork are all related to self-esteem. Children reported they felt free at camp to find out who they were. Chenery's research showed that many of the activities undertaken at camp lead to youth feeling better about themselves if they are offered as opportunities for young people to both assert their independence and also learn cooperative teamwork.
A three-year study was undertaken to examine inclusionary camping programs by the American Camping Association, the Institute for Career and Leisure Development, and Portland State University (with funding from the US Department of Education's Office of Special Education and Rehabilitative Services) (Brannan, Arick, Fullerton, & Harris, 2000). These researchers found that across the country, youth with and without disabilities made significant growth in their outdoor skills and personal development (e.g., self-reliance, communication, and self-esteem) in resident one-week camps and outdoor school programs. Self-reliance, or independence, was a predominant outcome for youth. This study also showed that while youth with disabilities gained independence, youth without disabilities also improved their social interactions and gained a greater appreciation of people who were different than themselves.
Social Outcomes
Group living in the outdoors has been the hallmark of camping for the past 100 years. One of the benefits of camp is the way that it enables young people working with trained leaders to live and play together. Durall (1997) suggested that young people who attend camp experience beneficial factors that help them move toward healthy social development. If these changes do not occur, then the camp program has not been properly focused. Similar to Marsh (1999), Durall's study suggested that factors that can be fostered at camp include cohesion, interpersonal learning, and altruism if these aspects are the focus of the camp program.
