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Outdoor recreation refers to recreation/activity executed outdoors, most commonly in natural settings. At least in many high-income countries, outdoor recreation is by many considered as an attractive activity during spare time or holidays. People actively seek out activities such as walking in the mountains, climbing, hunting, horseback riding, skiing, etc., which are very often difficult to accommodate in ordinary working days. Some people find outdoor recreation attractive to the extent that they take several months or a year off from work in order to spend time in nature. Outdoor recreation stimulates a healthy lifestyle and increases public health, and it is important to develop outdoor activity habits from early childhood, a habit that should last for an entire lifetime. This book will take you through the definitions of outdoor recreation and different types of recreation. Furthermore, the book will also give you a snapshot of the physiological and psychological effects of outdoor recreation and why outdoor recreation is important for development in children and adolescents, and for adults and the older population, in addition to descriptions of some of the major and maybe the most used outdoor activities.
The overall focus, scope, and purpose of this Special Issue on outdoor adventure is to provide the current and anticipated future trends, offer innovative ideas for new programs, support decision making for managers to move plans and intentions into action, inspire pioneering staff training and leadership development, incite policy reviews and revisions, promote resource (re)allocation where needed, and stimulate culture shifts among outdoor leaders and managers. Furthermore, this Special Issue is situated within the existing literature by depicting major trends in the field, exploring organizational issues and successes, identifying gaps between research and practice, and formulating solutions to some of the field’s most pressing challenges. Of particular interest were manuscripts reporting the following: • Adventure education across diverse cultures; • Innovative partnerships for experiential education outdoors; • Land management agencies working with adventure education programs; • Leadership and/or management issues and challenges; • Programming advances, participation trends; • Recruitment and retention of diverse staff, workforce enhancement; • Social groups/identity and outdoor spaces (e.g., people of color and outdoor adventure; women in the outdoors—where have we been, where are we going?; LGBTQ trends and future directions; youth and outdoor adventure); • Socioeconomic factors and solutions; • Technology influences and adventure education; • Working with schools/school districts and being in sync with curriculum needs, supporting transportation challenges, etc.
America for the past few decades, yet participation has continued to be dominated by White, upper-class individuals. These similar disparities exist in general outdoor recreation participation, with individuals from race and/or ethnic minority groups participating in outdoor recreation activities less than Whites. Research in the leisure field has revealed that different meanings and values assigned to wilderness by different ethno-racial groups may explain some of the difference in participation rates, and that wilderness has historically been a concept associated with White, upper-class males. With major demographic shifts occurring in the United States, along with the greater emphasis on social justice in the leisure field, OEE organizations must confront the imbalance in participant demographics. The National Outdoor Leadership School (NOLS) is a worldwide leader in OEE and has made this issue a priority with its Gateway Scholarship Program. This program partners NOLS with community-based organizations and schools to provide low-income individuals, who also self-identify as people of color, full-tuition scholarships for NOLS courses. The purpose of this mixed methods study was to determine if Gateway scholarship students and non-Gateway scholarship students held different wilderness attitudes and values before and after their NOLS course, if their wilderness attitudes changed during their NOLS experience, and if the predictor variables of previous wilderness experience, ethno-racial identity and urban/rural residence were related to wilderness attitudes. Wilderness attitudes were measured with four constructs (sense of place, environmental ethics, value of wilderness, and environmental awareness) derived from NOLS literature and previous research. All Gateway students and a proportionally representative sample of non-Gateway students from the same NOLS courses during the summer of 2014 were invited via email to participate in the study. A retrospective pre- and post-test was administered online, and 19 follow-up interviews were conducted via telephone. Results Show that while Gateway students (n=41) Entered their NOLS course with significantly less positive wilderness attitudes than non-Gateway students (n=33), post-course scores between the two groups were not significantly different. Both groups experienced significant positive change in wilderness attitudes from pre- to post-course scores, with Gateway students experiencing a larger change. Previous wilderness experience was a significant pre-course predictor for all constructs, Gateway status was a significant pre-course predictor for all but sense of place, and community type was entirely non-significant for either pre- or post-course scores. Post-course, Gateway status was the only variable that remained significant, and only for the value of wilderness construct. Interview data revealed potential reasons for attitude change, including course content (e.g., Leave No Trace, wilderness medicine), a deeper personal connection to wilderness, and heightened awareness of environmental issues. Limitations of the Gateway Scholarship program are discussed and implications of the study's results are placed in context of social justice goals in OEE.
Outdoor Adventure Education: Foundations, Theories, Models, and Research steeps students in the theories, concepts, and developments of outdoor adventure education, preparing them for careers in this burgeoning field. This text is based on author Alan W. Ewert’s pioneering book Outdoor Adventure Pursuits: Foundations, Models, and Theories. Ewert and Sibthorp, both experienced practitioners, researchers, and educators, explore the outdoor adventure field today in relation to the changes that have occurred since Ewert’s first book. The authors present a comprehensive text on outdoor and adventure foundations, theories, and research that will provide the basis for the next generation of professionals.