in transit no traces

As a society, we've grown too accustomed to seeking comfort and sticking to routines we know we can manage. When things change, we are increasingly prone to stress and our mental health is suffering as a result. We are losing our resilience – our ability to accept uncertainty and to know that we can deal with it, and this is affecting our day-to-day lives.

There are few better ways to improve our resilience than through adventure. In fact, the very nature of adventure is that it is uncertain and that it has a degree of perceived risk – it is supposed to take you out of your ‘comfort zone’. This isn’t to say that we need to be scaling mountains or steering down grade 5 rapids; we all have our own ‘stretch zone’! It might simply be going for a walk in an unfamiliar place, or getting on a paddle board for the first time, or riding a bike on a bumpy track. It really doesn’t matter, as long as we continue to demonstrate to ourselves that we can deal with things that are unfamiliar. The more we do, the more confident we become in ourselves, and the more resilient we are in our daily lives. Belinda Kirk refers to this as the ‘Adventure Effect’. The Outward Bound programme was started on this basis, intended to develop resilience in young men destined for the Merchant Navy, with a view to enhancing their ability to overcome adversity. The Duke of Edinburgh Award Scheme, Army Adventurous Training and many other programmes followed suit, and all survive to this day. Countless studies and interventions continue to show that outdoor adventure equips us with the tools we need to be better at our jobs, better students, better parents and, ultimately, better people.

Outward Bound, accessed: 13.4.23
Allan, J. F., & McKenna, J. (2022). Trajectories of Resilience in University Inductees following Outdoor Adventure (OA) Residential Programmes. Psychiatry International, 3(1).
Neill, J. T., & Dias, K. L. (2001). Adventure education and resilience: The double-edged sword. Journal of Adventure Education & Outdoor Learning, 1(2).
Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67(1).

Methodology
1. Study Objectives
The primary aim of this study was to evaluate the performance and user satisfaction of in transit no traces over a 28-day period. Specific objectives included:

- Assessing user satisfaction with the product after first use and over time.
- Measuring overall user perceptions, including texture, application ease, and visual results.

2. Study Design
Type of Study: Quantitative user study with self-assessment questionnaires.
Duration: 28 days.
Product Use Protocol: Participants applied the product once daily per provided instructions.
Sample Size: 83 participants.
Assessment Points: Participants completed self-assessment questionnaires at four intervals: after the first use, after 7 days, after 14 days, and after 28 days.
Participants: Aged between 18 and 55+.
Data Analysis: Results from the self-assessment questionnaires were collected and analysed by an independent statistician.

3. Results

AFTER FIRST USE
84% said skin felt comfortable after use*
86% said skin felt clean after use*

AFTER FOURTEEN DAYS USE
78% said skin felt fresher**
84% said their products was effortlessly removed**

AFTER TWENTY-EIGHT DAYS USE
76% said skin felt softer***
73% said skin looked brighter***



*In a panel of 93 participants after first use.
**In a panel of 76 participants over a 14-day period.
***In a panel of 83 participants over a 28-day period.

In a clinical study of 30 participants in transit no traces was shown to improve skin moisturisation. Skin moisturisation was improved immediately after product application and was shown to be significantly improved compared to a control over a 28-day period.

*In an open, intra-individual study of 30 participants.