Orientation within orienteering is dependent on the use of two basic strategies; that is, either a compass or Magnetic-North-based strategy, which relies on the use of one set of information; or the use of a map and landmark-based strategy which relies on the use of at least two sets of information. Walsh and found that, when given the choice, young children use the compass-based strategy when following complex potentially disorientating routes.

The efficacy of these two basic orientation strategies was investigated within three different orienteering environments: (1) a familiar known environment; (2) a familiar unknown environment and (3) an unfamiliar unknown environment.

Subjects, age range from 9 to 10·5 years, completed an appropriate orienteering route in each of the environments. Individual mini-cassette recorders and tie-pin microphones were used to record data using a ‘think aloud’ technique as subjects followed their selected routes. Transcripts of the taped data produced a total number of uttered statements for each subject within each environment. A qualitative analysis of these statements identified the following groups of statements expressed as percentages of the total number of statements (as reported by Thorndyke and Stasz): (a) Orientation statements; (b) Relocation or error correction statements; (c) Statements about distractions; (d) Self-efficacy statements.

There was a higher reported use of the compass-based strategy for orientation within the familiar known environment which supported the earlier findings of Walsh and Martland. Although the percentage of compass-based orientation statements was smaller in the familiar unknown and the unfamiliar unknown environments, there was a pattern in the use of orientation strategies within these two environments. Typically, the compass-based orientation strategy was used for initial orientation at the beginning of the route and at the pre-defined control points along the route, whilst the landmark and map-based strategy was used as a means of maintaining and reinforcing orientation within the route. Relocation statements typically reported an awareness of disorientation and were generally followed by attempts to reorientate. Whilst none of the subjects used relocation statements within the familiar known environment, relocation statements were used within the familiar unknown and the unfamiliar unknown environments.

This evidence suggests that both orientation strategies are used in orienteering routes, but that each strategy is used selectively depending on the environment. These findings clearly have implications for the sport of orienteering – particularly the introduction of basic skills to young performers. They support the argument that is essential to introduce the map and compass simultaneously and that relocation and orientation skills should be coached concurrently.

Orienteering is a navigational sport using large–scale maps (1: 15000) and a compass to locate, as quickly as possible, a series of control points in a pre–defined order. Orientation of self and map are fundamental skills in the sport of orienteering. The traditional teaching or coaching of this skill is based on a hierarchical model. This model introduces the concept of location of self by initial reference to landmarks, then routes linking individual landmarks followed by configurations of these landmarks and routes. This model quite clearly aligns with the hierarchical model of spatial reference systems suggested by Seigal & White (1975). However, it is proposed that the process-oriented model offered by Downs & Stea (1977) may be more appropriate to orienteering. The model is based on orientation and then develops through route choice, route monitoring and route recognition. Orienteering behaviour, which is based on using map and compass information to select and follow a novel route in a multi-choice route following task, appears to follow this model.