Participation rates in outdoor adventure activities have reached all-time high levels, with increasing numbers of adventure tourists and students in programmes which feature risk and adventure (McGillivray & Frew, 2007; New Zealand Department of Labour, 2010). More people are undertaking outdoor adventures such as hiking and mountain biking with friends and family groups as part of their leisure lives (Sport & Recreation New Zealand (SPARC), 2008). In New Zealand, all school children are engaged in outdoor education activities through the school curriculum and many tertiary institutions offer courses in outdoor recreation. Consequently, numerous students are receiving outdoor adventure experiences through formalised programmes. There are a worrying number of incidents and fatalities across outdoor adventure in both tourism and educational contexts (New Zealand Department of Labour, 2010). For instance, there have been over 20 fatalities in formal education and tourism adventure recreation in NZ in the last two years (2009-10). Of these, over half have been a consequence of decision errors (e.g. Devonport, 2010). Undoubtedly, decisions made by leaders in outdoor adventure activities affect safety and the quality of leisure experiences for participants. The New Zealand Department of Labour Report (2010) to the NZ Government identifies that a skilled, qualified and experienced workforce is extremely important to the outdoors. They suggest that the outdoors is a dynamic and uncontrolled workplace where weather conditions and the risks presented by height, water and speed compound safety management scenarios and call for "quick decisions and excellent judgment" (p. 36). The outdoor leadership literature identifies decision making as an essential component (Berman & Davis-Berman, 2009; Galloway, 2007; Martin, Schmid, & Parker, 2009; Tozer, Fazey, & Fazey, 2007). While there are numerous theories of decision making, this paper adopts the perspective of macrocognition, broadly defined as understanding how people actually make decisions in complex, naturalistic environments (Schraagen, Klein, & Hoffman, 2008). More specifically, naturalistic decision making (NDM) informs the work, where decisions by experts are guided by prior experiences to understand a situation, identify a course of action and implement it. Increasingly, NDM has attracted the attention of outdoor recreation researchers (see Galloway, 2002, 2007). Little is formally known about how an outdoor leader makes a decision in an outdoor adventure environment (Galloway, 2002). In particular, what information is recognised and how it is interpreted, how options for action are thought through and selected, and how decisions are enacted in the field. In a broader sense a cohesive curriculum for training decision making does not exist; decision making is difficult to assess in leadership qualifications, there are few teaching resources and it is difficult to teach because of the need for a strong base in experience. There are also challenges to NDM. One of these has been the lack of experimental work to counterbalance the vast amount of descriptive material (Ericsson, 2005). Other limitations are the applicability of NDM where the leaders are less experienced, or where there are unfamiliar tasks or goal conflict (Klein, Orasanu, Calderwood & Zsambok, 1993). Mosier and Fischer (2009) question the role of tacit knowledge, emotion and the affective domain. Flach (2008), and Kahneman and Klein (2009) identify the gaps between the view of cognition that shapes experimental paradigms and that derived from ethological studies of human performance. The two positions have also been identified as microcognition (how cognition takes place in the human mind, hence the building blocks of decision making (DM)) and macrocognition (the broader picture of human performance in actual working conditions). The present work goes some way to bridging the two perspectives. …
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