Research

Starting around 2000, research activity about sail training increased such that there is now sufficient research on the subject to constitute a foundation upon which an emerging body of literature can be identified. The literature has the potential to be utilized to influence program design, policy, theory, and practice—a growing area of youth development practice.

This systematic review of the current literature on sail training (post-2000) aims to (a) provide a single work for researchers and practitioners to consult for an overview of the current research on sail training; (b) perform a thematic analysis of the current trends for sail training research within the categories of demographic characteristics, research strategies, process, and outcomes; (c) quantify the greater discourse on sail training; and (d) suggest directions in which sail training research can go to build upon the current foundation.

The main findings from this systematic review are that a limited set of methods are used in sail training research; participants experience a positive long-term effect in regard to personal and social domains; structured program design can lead to better specified outcomes; and the effects of demographic characteristics such as gender, age, or socioeconomic background remain unexplored. Much of the research is noncumulative and the related theoretical frameworks lack coherence.

Prepared for ASTO by James Noble, Anoushka Kenley and Sonali Patel, New Philanthropy Capital, 2017

Theory of change

What is a theory of change?

A theory of change is a map of causal links which seeks to explain why and how an intervention has impact. Effectively, it is a description of how we think change happens and it forms the basis for impact measurement, by helping organisations identify and prioritise outcomes for measurement.

This theory of change is based primarily on a workshop held at the ASTO annual conference 2017, at which around 70 sail training practitioners and experts reflected on how sail training achieves change for participants. It is also informed by literature on sail training and sail training programme reports and was reviewed by experienced sail training practitioners and researchers.

 A theory of change for Sail Training

Sail training takes many of the components of other land based, outdoor adventure activities– such as overcoming challenges to achieve goals, working as a team, being isolated from the outside world and learning new skills– but with factors that can potentially make the impacts stronger. While elements of these factors are shared with other experiential activities, the specific challenges and unique physical environment of sail training can result in a distinctive experience. We have called these factors ‘boosters’, though they could also be thought of as enabling factors, catalysers, mechanisms or a prism through which sail training activities should be viewed when considering outcomes. We haven’t ascribed boosters to particular outcomes because they work across the theory of change. They have the potential to increase initial take-up and engagement in activities and contribute to stronger and longer lasting impacts.

The boosters we have identified are:

‘Intense / accelerated’ experience—because sail training is continuous and residential in the most fundamental sense (there is limited option to walk away once you are on board), benefits of activities might be intensified or seen more quickly than, for example, a regular weekly activity. This is also linked to ‘risk’ and the ‘real’-ness of the experience (see below), which may mean participants feel the impacts of participation more intensely.

‘Real’ experience—actions are seen as having real consequences with real purpose, rather than being abstract, virtual or invented for the point of learning. The purpose of rules and boundaries, which may be challenging for some participants in everyday life, are clear. In addition, the immediacy and ‘real-ness’ of the experience may mean that participants can immediately see their individual value and impact on the group.

‘Risky’ experience—the perception of genuine risk (though in reality risk is very limited) means that participants feel reliant on staff and their peers to successfully complete the voyage. Participants have no choice but to put their trust in staff, and this is reciprocated and rewarded when participants are trusted with important responsibilities for the sailing of the ship. The ability of staff to manage the degree of perceived risk means this can be adapted for different individuals or groups and therefore, where staff are skilful, be used as a tool to influence participants’ experience abroad and response to the environment. Feeling at risk or suffering physical discomfort (such as sea sickness) may also create feelings of vulnerability which have a levelling impact—participants are literally all in the same boat and are more likely to support their peers.

‘Different’ experience— being in a truly new and socially diverse environment (with no prior contact with the sea staff and potentially as a mixed group of participants) may mean participants are more likely to lose pre-conceptions of the limits of their own abilities and address habits reinforced by their normal, everyday environment. And because sea staff do not already know participants, they are able to challenge their perceived limits. The unique nature of the activities involved in sailing can also have a levelling impact—individuals who are the most capable in other areas of life may be the least capable afloat, and vice versa.

‘Isolated’ experience – being totally away from home, without factors (like social media) that reinforce participants’ normal, everyday behaviours or the ability to walk away, means participants are more likely to be present and reflective.

‘Peak’ experience – because of the intensity of the experience, memories may be stronger and therefore potentially have a longer lasting impact than comparable activities.

In the theory of change, we have grouped activities broadly into three categories.

Self-knowledge and personal development

Throughout the voyage, participants are set challenging but achievable goals requiring them to apply new skills in an environment that often takes them outside their comfort zone. This can generate a sense of achievement that increases levels of self-confidence and self-esteem and in the case of sail training, this may be boosted by the successful completion of tasks with a degree of perceived risk attached, or because participants are trusted by staff with responsibility for tasks with ‘real’ consequences (ie tasks which impact the successful sailing of the ship). Participants learn about their ability to have control (ie, sailing the vessel) despite challenging external variables that are outside anyone’s control (eg, sea state or weather).

Completing tasks they didn’t want to try or felt they couldn’t complete, like unpleasant domestic chores or climbing aloft, and realising that they can cope with being uncomfortable / outside their comfort zone, can create increased resilience, personal-discipline and boost participants’ belief in what they are capable of achieving. Opportunities to reflect, like team debriefs, and to be listened to by staff and peers provide participants time to consider their achievements which can further cement positive personal development.

In the longer term, these factors can contribute to participants developing a ‘can do’ attitude, feeling more motivated or resourceful when they face challenges.

 Knowledge and learning

During a voyage participants learn about a range of things including sailing skills, domestic chores (which may be a first for some participants), food hygiene and the environment. In addition, tasks involved in sail training can require participants to employ critical thinking to solve problems.

Putting learning into practice can be more engaging than learning in environments like school where problems can seem abstract—on a voyage, participants can immediately see the impact of the decisions they make. In good examples of sail training, staff employ techniques such as effective questioning to maximise this impact. As a result, participants may have a stronger sense of purpose for learning and greater motivation to learn new skills.

In combination with the personal development outlined about, these experiences are likely to improve young people’s aspirations and contribute to them be more engaged in learning.

Social skills

Having to live in close quarters—sharing living space, sleeping in the same room and eating meals together—is an intense social experience. The result can be the creation of lasting friendships and an increased understanding of the need for patience, respect and tolerance of others in order create a positive social environment. Participants also have to work effectively as a team facing common challenges (eg bad weather) to complete tasks necessary for the voyage. The successful achievement of team goals helps participants value good team work and creates a stronger a sense of team/community. On top of this, being in a ‘risky’ environment evokes feelings of vulnerability and discomfort which acts as a leveller intensifies the impact of the close social environment and team work—both because participants are more likely to feel reliant on their peers and staff for their wellbeing and safety, and because feeling vulnerable may mean participants lose ‘masks’ (bravado or other social identities). Sharing feelings of vulnerability and mutual reliance can result in a stronger sense of equality, particularly where participants support each other through common challenges, like seasickness. Participating in a voyage with people from diverse social or ethnic backgrounds can help bridge social gaps This combination of intense socialisation, team work and the equality of social interaction results in a strong sense of community among participants, where social differences and reputations from ‘normal life’ become less important. As a result, participants may have more respect for, and sensitivity towards, their peers; and social differences are more easily bridged. Positive social experiences may also impact participants’ sense of personal identity and promote self-awareness, as they begin to see themselves as they are seen by their peers and staff aboard, rather than the identities they hold in ‘real life’.

Quality of delivery

This theory of change explains the potential causal pathways from activities to outcomes. However, as with any programme, good quality delivery of is important to achieving impact. Quality can depend on the effective management of the ‘Activities’ column in the theory of change and more broadly, the quality of staff as facilitators and role models is an important factor in achieving outcomes. This is particularly relevant in considering staff as role models, how young people feel when staff treat them with respect and consideration, and when they have to put their trust in staff in an unfamiliar, challenging environment.

It is difficult to provide disengaged youth, who are at risk of not fulfilling their potential, with the social support necessary to remain active contributors to society. They are more likely to fail and drop from education greatly reducing the prospect of becoming constructive, productive community members. Consequently strategies to promote engagement with learning and education need to be investigated. This study explores the impact on an individual’s self-concept and social networking skills through participation in an experiential learning program at sea conducted in Australia’s national sail training ship STS Young Endeavour and how this may influence student engagement with learning and education.

Using qualitative interviews, engagement with learning and education of five participants from different educational backgrounds was examined pre and post voyage. The results suggest participation in the Young Endeavour program had a positive effect on development of social relationships, general self-concept, motivation to study, and sense of purpose for learning. Key contributing factors appear to be experiential learning activities specifically designed to support the development of greater self-concept and social skills such as climbing aloft, working together as a ‘watch’ and taking control of the vessel.

A Self-Assessment Tool for Vessel Operators

Project Update:  January 2012

Sail Training International and our member national organisations are committed to improving standards and promoting sail training to a wider audience.  As part of this commitment, the Sail Training Programme Evaluation Self-Assessment Toolkit was launched at our Annual Conference in Stavanger in November of 2010 and has since been distributed to more than 120 operators and interested stakeholders around the world.  Informal translations into Spanish, German and Danish by operators and NSTOs have also increased the possibilities for operators, staff and crew to understand the ‘language’ of sail training and to apply the toolkit in their programmes and practices.

At the Sail Training International Annual Conference in Toulon in November 2011, the 2nd Edition of the toolkit was distributed to workshop participants as they continue the conversation about improving sail training practices (download pdf by clicking here) .  Operators remain positive about the contribution the toolkit makes to programme improvement, and conversations are underway about how to expand the application of the principles and practices to promoting further research and gathering data about the value and positive impact of youth development through sail training.

Sail Training International has an on-going commitment to supporting the use and development of the toolkit.  We invite all operators to let us know how the toolkit has made a difference in your work with young people and how it can be improved to make a more positive impact.  We also are looking for case studies and examples of sail training practices that can be added to future editions.

We will continue to look at future research opportunities and building on the work to date.  We invite your comments about what will be useful for your programmes and practices, and ask all sail training operators to make a contribution to ensuring sail training is a recognised and valued approach to improving outcomes for young people around the world.

We look forward to hearing from you!

Project Update:  August 2011

The Self-Assessment Toolkit

The Self-Assessment Toolkit is available by logging into the NSTO Dashboard or can be sent on request, email office@sailtraininginternational.org.

The contents are the intellectual property of Sail Training International and are for the exclusive use of Sail Training International Member Operators. Member Operators are those belonging to a Sail Training International recognised National Sail Training Organisation and are the only authorised users. It is strictly forbidden, without the prior written consent of Sail Training International, to copy this document and/or to deliver it in any form to any third party. Sail Training International reserves the right to approve all translations of the documentation and to oblige all translated copies to bear Sail Training International’s copyright notice. Sail training vessel operators that do not have a National Sail Training Organisation in their country are also able to apply for permission to download this document.

Advice on use of the ‘Sail Training Evaluation Self-Assessment Toolkit’, and clarification on issues of content, is available from Dr Kris Von Wald PhD. This will be at no cost only to vessel operators who are members of a National Sail Training Organisation of Sail Training International.

NSTO Dashboard

Conducted by the University of Edinburgh
Commissioned by Sail Training International and its member national organisations

THE UNIVERSITY of EDINBURGH

June 2007

Foreword
This independent study into the value and effectiveness of sail training was commissioned by Sail Training International and its member national organisations around the world. It was conducted by the University of Edinburgh.

Commissioning the study was in some respects an act of faith. It was based on a conviction that the wealth of anecdotal evidence available to us from sail training operators around the world, and the few formal studies conducted, would be validated by much more comprehensive global research.

The principal findings

In a sentence, the study shows that sail training does what it claims to do. Perhaps the four most important findings are:

• Young trainees who participate in off-shore sail training programmes show measurable improvements in social confidence and their ability to work with others … and the benefits are sustained over time after the voyage experience.

• The most common reasons for young people wanting to participate in a sail training voyage are the anticipation of adventure, making new friends, seeing new places and conquering their fear of heights … with seasickness, a fear of heights, and a concern about being among strangers in a confined space the main anxieties.

• The positive value of the sail training experience transcends national and cultural boundaries and is not much influenced by the size or rig of the vessel.

• The most effective sail training experience in developing social confidence and teamwork skills is delivered by vessel operators who offer well structured educational programmes … the more emphasis there is on defined and purposeful activity relating to these goals, the more successful the programme is in those terms.

About the study

We selected the University of Edinburgh for this project following an evaluation of proposals from a number of institutions in North America, Europe and Australasia. We were particularly attracted by their international reputation for research on education in non- formal settings including the outdoors, and the method they proposed to use.

Fieldwork for the study was conducted in the middle months of 2006 with follow-up interviews towards the end of the year and early 2007. The participating vessels were selected by the University of Edinburgh. The study involved observations and interviews with more than 300 young trainees (aged 15-25) on 34 voyages of 5-15 days duration on 17 sail training vessels of different sizes and rigs from 13 countries around the world. Observations and interviews were conducted before, during and up to six months after the voyage. Field work was conducted by ‘indigenous researchers’ from each of the participating countries following an intensive training programme organised by the University of Edinburgh. Analysis of more than 1,000 field-work reports was conducted by five of the University’s Moray House School of Education faculty.

Thanks

Our thanks go to those who participated in the study, to the University of Edinburgh and particularly to the team of volunteer research associates who collected most of the data.
Board of Trustees
Sail Training International
May 2007

In February 2014, the R. Tucker Thompson Sail Training Trust initiated two surveys to establish the effectiveness of their 7-day youth development voyages. The Trust promotes confidence, leadership and teamwork as three key outcomes of participation. These two surveys tested the validity of this statement to analyse the benefits from the perception of the parents but as importantly from the sail trainees themselves.

2016 was the fourth year that R. Tucker Thompson Sail Training Trust completed a research survey of Sail Trainees and Parents. Over the years, they have refined the questions they ask and also aligning their research surveys so they provide a meaningful comparison in terms of the young person’s view of the world and that of their parent.

The present study, “Blue Watch” on STS Leeuwin, was one of the Leeuwin Sail Training Foundation Ltd Research Board’s first approved projects, and its purpose was to determine the effects of a specific 10-day STS Leeuwin voyage (#11, Carnarvon – Dampier, IS-28th May, 1993) using a case study approach.