The effects of an adventure education experience on team development of K--12 teachers
A number of team building and developing programs have been introduced to groups in the workplace setting. This dissertation presents a one-day treatment, examining how team development within a workplace setting is affected using adventure education elements including games, initiatives, low and high ropes course elements. The study had a quasi-experimental design measuring team development using the Team Development Inventory (TDI). There were a total of 61 participants including 29 participants in the control group and 31 participants in the experimental group. For the purposes of this study randomization was not feasible. Both the control and experimental group followed the same six-week time line. Groups were surveyed in two-week increments; the periods were called the pre-test, post-test and follow-up test. The experimental group was surveyed after the treatment in the post-test period. The control group was void of the treatment experience. The overall objective of the study was to explore changes that may have occurred in team development due to the treatment solely comprised of adventure education elements. A MANOVA indicated that the treatment consisting of adventure education produced higher mean scores on the TDI for the experimental group as determined by Wilks' lambda = .292 (F (1,59) = 7.84; p = .001) and the scores of the control group remained constant throughout the three time periods (all p > .05). It appeared that the observed differences in team development in the experimental group were due to the adventure education experience. Therefore, the activities that comprised the treatment may be viewed as an effective approach to enhancing team development in the workplace setting.