Outdoor Adventure Research Articles

Recommender Systems for Outdoor Adventure Tourism Sports: Hiking, Running and Climbing

Adventure tourism is a popular and growing segment within the tourism industry that involves, but is not limited to, hiking, running, and climbing activities. These activities attract investment from foreign travelers interested in practicing sports while exploring other countries. As a result, many software companies started developing Artificial Intelligence solutions to enhance tourists’ outdoor adventure experience. One of the leading technologies in this field is recommender systems, which provide personalized recommendations to tourists based on their preferences. While this topic is actively being researched in some sports (running and hiking), other adventure sports disciplines have yet to be fully explored. To standardize the development of intelligence-based recommender systems, we conducted a systematic literature review on more than a thousand scientific papers published in decision support system applications in three outdoor adventure sports, such as running, hiking, and sport climbing. Hence, the main focus of this work is, firstly, to summarize the state-of-the-art methods and techniques being researched and developed by scientists in recommender systems in adventure tourism, secondly, to provide a unified methodology for software solutions designed in this domain, and thirdly, to give further insights into open possibilities in this topic. This literature survey serves as a unified framework for the future development of technologies in adventure tourism. Moreover, this paper seeks to guide the development of more effective and personalized recommendation systems.

E-Delphi in the outdoors: Stakeholder contributions to the development of a wellbeing-focused outdoor adventure education intervention program.

Outdoor adventure education (OAE) (programs involving outdoor activities such as rock climbing or white-water canoeing) that participants perceive as risky, conducted in a social support setting, can be utilised by practitioners to elicit changes in educational and psychosocial outcomes to support participant adolescent wellbeing. This study garnered the opinions of an expert OAE panel on the content of future programs aiming to impact adolescent wellbeing. The panel consisted of local (Western Australia, n = 7), national (Australia, n = 4), and international (Canada, Germany, New Zealand, United Kingdom, United States, n = 7) experts. A two-round, mixed-methods Delphi approach was employed. Extensive formative work led to the development of a series of open-ended questions requiring qualitative responses for round one. Panellists were also asked to respond to 17 statements using Likert scales in the second round. After analysis, a consensus was reached for all statements, with five statements having high consensus and being considered important by panellists. The statement 'Equity for all participants requires flexible delivery and facilitation' had the highest level of agreement amongst panellists. Connections, authentic experiences, and equitable experiences developed as key themes. SO WHAT?: Future OAE interventions focused on wellbeing impact could use the findings of this research as a basis for program design.

Perceptions and Experiences After Participating in a Two-Year Outdoor Adventure Programme

Abstract Physical activity levels are alarmingly low and new strategies must be adopted to prevent this trend. This study focuses on examining the impact of an outdoor adventure education programme on adolescents. The participants were 75 adolescent students aged 12–14. The programme lasted two school years. Students participated in extracurricular schoolyard outdoor activities and outdoor adventure activities conducted during the two one-day and one four-day trips in both school years. A qualitative methodology was used with data collected using semi-structured interviews. At the end of each school year, 12 students were interviewed. Data analysis revealed that the programme promoted basic psychological needs. More specifically, adolescents reported that schoolyard activities and outdoor adventure activities promoted their satisfaction with autonomy, competence and relatedness. Interestingly, the programme gave girls the autonomy to choose activities that promoted their competence and interaction with peers in a better way than a typical PE lesson. Modifying existing curricula with innovative practices or planning new ones could improve the general quality of life.

Embodying Indigeneity in the Mountains: Creating Inclusive Adventure Spaces for Welsh Women, UK

Summary This case study examines an intersecting legacy of exclusion in the Welsh mountains, UK, and how this is challenged by Welsh women’s participation in outdoor adventure courses. The research critically appraised how Indigenous Welsh women 1 navigate gender, class, and racial landscapes in mountain leisure to create inclusive spaces. Facilitated by a National Charitable Organization (NCO) that engages Indigenous Welsh communities in mountain adventure, we explored women’s embodied experiences through mobile video ethnography. Methodologically embodiment facilitated a way of capturing bodily sensations and experiences, which provided a language to express those ideas through reflexive analysis ( Ellingson, 2017 ). The findings highlight how women embody cultural identity in the mountains, which contributes to understanding issues of exclusion/inclusion in adventure spaces. Information © The Authors 2023

Effects of outdoor adventures on emerging adults’ well-being and connection with nature

ABSTRACT While well-being and health benefits of nature are increasingly recognized, young people’s decreasing contact with nature has raised concerns. The emerging adulthood period is seen as critical for ongoing participation in outdoor recreation. This mixed methods study examines how participation in an outdoor education course, including canoeing and hiking trips, affects participants’ perceived well-being and connection with nature. The study is based on survey and interview data collected from Finnish vocational students (N = 16) in 2020. The results showed that the outdoor adventures had positive impacts on participants’ mood, restoration, and life satisfaction. Participants highlighted the benefits on social relationships and group cohesion. The trips increased participants’ nature-related curiosity and motivation to engage with nature. Providing opportunities for contact with nature as part of the school curriculum in vocational training as well as in other studies might provide an effective means of promoting well-being and connection with nature in emerging adults.

Conceptualising the power of outdoor adventure activities for subjective well-being: A systematic literature review

Conceptualising the power of outdoor adventure activities for subjective well-being: A systematic literature review

The physical activity of Spanish speleologists: accomplishment of recommendations and differences by sociodemographic variables

Outdoor adventure activities are becoming more popular due to their potential health benefits, although there is little scientific information on speleology as a physical activity (PA). The purpose of this study is to expand the scientific evidence in this field in two ways: (a) describe the PA performed by speleologists, taking into account the variables of interest such as gender, age, education, speleological level, participation in ‘Alpine’ explorations and body mass index (BMI) and (b) identify how far the World Health Organization’s (WHO) PA recommendations were accomplished (i.e.,150 min of moderate-intensity aerobic PA or 75 min of vigorous-intensity aerobic). A cross-sectional study was conducted on 436 speleologists (305 men, 130 women). The participants completed an electronic survey on PA after which a descriptive analysis and cross-sectional pairwise comparisons (Mann–Whitney U and Kruskal–Wallis tests) were performed on the non-normal data. The mean metabolic equivalent (MET)-minutes/week was 4070.80 (±3078.80) for total PA, 1937.65 (±1992.39) for vigorous PA, 827.66 (±1049.81) for moderate PA and 1304.87 (±1031.65) for PA walking intensity. 73.4% of the participants met the PA recommendations. Nonparametric tests revealed differences by gender, age, educational level and speleological expertise. Women, the middle group age, doctorate and vocational training students, and beginners were less active than their counterparts. The findings provide important contributions towards the positioning and understanding of speleology as a sport and physical activity practice.

The role of brand associations on the development of place attachment into outdoor adventure tourism destinations

The role of brand associations on the development of place attachment into outdoor adventure tourism destinations

(Re)Making Sense of Place in Outdoor Adventure Education

Background: Research in outdoor adventure education (OAE) and related fields has argued that OAE programming can problematically reproduce dominant ways of being around patriarchy and whiteness. In particular, scholars have forwarded specific critiques of sense of place (SOP) in OAE or related fields. Purpose: This article investigated and critiqued SOP as a fundamental curricular concept and offered an anticolonial analytical tool for educators. The article posited that SOP is a key site of intervention for OAE educators and programs with anticolonial goals because of the historical, sociocultural, and economic foundations of SOP in OAE. Methodology/Approach: This study employed an anticolonial and antiracial capitalist theoretical framework and qualitative methods including thematic study of select literature on environmental conservation and colonialism, analysis of fundamentals of anticolonial pedagogical frameworks, and interview findings from mentor-partners in OAE and related fields. Findings/Conclusions: This study developed an anticolonial analytical tool to understand and interpret SOP in OAE through an anticolonial lens. Implications: The purpose of this tool is to assist practitioners and educators in the analysis of their own SOP pedagogy and practices and to encourage the development of SOP curricula toward anticolonial aims.

"I love being in the outdoors": A qualitative descriptive study of outdoor adventure education program components for adolescent wellbeing.

This qualitative descriptive study gauged the perceptions of adolescent focus group participants and outdoor adventure education teachers on their preferred program components to improve adolescent wellbeing during a secondary school outdoor adventure education program. Five student focus groups (N = 29) and four key informant interviews were conducted. Manual clustering of transcripts and template thematic analysis involving the development of a priori codes from interview questions resulted in an initial deductive code frame, followed by an inductive coding process. Six themes were developed, namely perceptions of the outdoors, motivators for participation, barriers to participation, staff traits, and ideal program components. The main findings were that self-efficacy, resilience, and individual empowerment opportunities were highly valued. Students also valued autonomy and independence, which presented a challenge for teachers managing the risks of their programs. Social connections and relationships were also held in high regard. Whilst adrenalin-fuelled adventurous activities such as white water canoeing or rock climbing were popular with students and staff, the most valued aspects of outdoor adventure education were the opportunities to develop relationships, build social connections, self-efficacy, resilience, and a sense of individual empowerment. Greater access to this style of education for adolescent students from lower socio-economic areas would be beneficial due to the extant "opportunity gap" for this population.

Adventure Recreation Camp: An Informal Education Methodology Used to Educate Youth

This study focuses on the informal learning methods that take place in an 8-day structured summer camp. The Appalachian GeoSTEMCamp infused outdoor adventure recreation with geology using an informal-formal learning methodology. The camp was designed to instruct middle school/high school students on earth and environmental sciences in a way that is challenging and interesting, promoting critical and creative thinking. The data adds to a growing body of literature suggesting informal education has an established place in STEM education.

Hugh Lenox Scott, 1853–1934: Reluctant Warrior. By Armand S. La Potin

Armand S. La Potin introduces a little-known player in the United States’ imperialistic period in Major General Hugh Lenox Scott. Although he was a man very much in keeping with this time, General Scott also possessed character traits that made him stand apart from his contemporaries. La Potin found in this obscure general a man who became a superior negotiator between Indigenous peoples and an expansionist America and then doggedly advocated for these peoples’ rights for promised economic and medical support. Moreover, he later kept alive his vision of the West and his admiration for Native Americans. By all accounts, he was a reluctant warrior indeed. Scott’s fondness for outdoor adventure at a young age led him to choose the military as an occupation. As La Potin notes, it was his relationship with nature that later served as a conduit for his understanding and admiration of Indigenous peoples. Scott became a master at Native American sign language and often forged close bonds with Native leaders, most notably Chief Joseph of the Nez Perce. However, Scott’s empathy for Natives soon became a hinderance in his military career as the U.S. Army was transitioning during the late 1800s into a professional branch that favored combat experience over seniority for promotion. His desire to avoid hostilities and violence also conflicted with his fellow officers’ strategic views.

Older Adventurers’ Motivations in Ireland – Age is Not a Barrier

SummaryThe exponential ageing demographic has prompted governments and organisations such as the World Health Organisation (WHO) to seek innovative ways to promote healthy ageing (WHO, 2015). The recognition that physical activity (PA) in general and particularly outdoor PA contributes to wellbeing, healthy ageing and quality of life (QoL) is gaining momentum. There are obvious social and economic benefits to be achieved through encouraging PA as people age with regard to health, independence and functional ability. There is also a business case to be made regarding engaging with this exponentially growing section of society as poor health, dependency and diminished functional ability are a financial burden on the state and society. Outdoor adventure engagement may be a solution. However, a more proactive approach on the part of the adventure leisure and tourism sector to engage this exponentially growing market is needed. To achieve this, it is essential to understand motivations and tell the stories of those who do engage. Case studies that challenge stereotypes and negative perceptions of ageing, normalising participation in outdoor adventure are important. Participants’ motivation to continue is their passion for the activity, connectedness with likeminded people and the natural environment. Older adventurers embrace opportunities to travel, develop skills, set goals, increase social networks or just have fun. The findings in this case study demonstrate the impact on wellbeing, autonomy, health, resilience and quality of life. In addition, older adventurers are motivated to maintain their fitness to continue their activity.© The Author 2023

Lasting Impressions of a Mandatory University Outdoor Experience Program: A Retrospective Study

A mandatory outdoor experience program (MOEP), involving a three- to four-day outdoor canoe excursion, has been a compulsory university course for undergraduate students for nearly five decades at a post-secondary institution in Northern Ontario, Canada. However, the experiences and perspectives of students who participated in these excursions have not been fully investigated. The aim of this study was to harness the power of storytelling by alumni to improve our understanding of the long-term impact of MOEPs. Using an innovative methodology combining computer-assisted qualitative data analysis (Leximancer) and framing theory, the links between alumni stories became evident through three main interconnected frames: people, activity, and environment. Although there are unique components of the MOEP program described by our participants, the results contribute to the retrospective literature on the critical and memorable features that students recall years after completing an outdoor adventure experience.

“You Feel a Sense of Accomplishment”: Outdoor Adventure Experiences of Youths with Visual Impairments during a One-Week Sports Camp

There are many cognitive, physical, and social-emotional benefits for youths from participating in outdoor adventure activities. However, youths with visual impairments are not given the same opportunities to participate in outdoor adventure activities as their peers without disabilities. The purpose of this study was to examine the outdoor adventure experiences of youths with visual impairments participating in a week-long sports camp. Thirty-seven youths with visual impairment (ages 9-19 years) attending a one-week sports camp participated in this study. Participants engaged in a variety of outdoor adventure activities throughout the week of camp (e.g., sailing, hiking, rock climbing, biking, kayaking). Participants provided written accounts about their outdoor adventure experiences and were observed throughout the week during each activity to examine instructional strategies and task modifications. Additionally, 10 randomly chosen athletes, their one-on-one coaches, and five outdoor recreation specialists participated in focus group interviews. The data analysis revealed three major themes: (1) Benefits, (2) Support, and (3) Barriers. The subthemes of benefits were enjoyment, independence, and relationships; the subthemes of support were instructional strategies and task modifications; and subthemes for barriers were fear and anxiety, exclusion and low expectations, and lack of equipment. These findings support the inclusion of youths with visual impairments in all outdoor adventure programming with appropriate instruction and modification.

Outward Bound and outdoor adventure education

Outdoor adventure education (OAE) programming is often referenced as an effective intervention that encourages a wide array of outcomes in participants such as increased confidence, independence, and communication skills. However, as outdoor adventure education continues to increase globally, what does the academic literature say about the outcomes related to these programs? Hattie, Marsh, Neill, and Richards (1997) conducted the last major review of program efficacy in this realm. This updated scoping review, largely following PRISMA guidelines (Tricco et al., 2018), aims to summarize the academic literature on one of the primary outdoor adventure education providers internationally, Outward Bound (OB). Fifty-four studies, published between 1995 and 2019, have been summarized in this review. Utilizing Outward Bound International’s (OBI) framework of “people”, “place”, and “process”, themes and gaps in the literature are explored. Specifically, the OB literature has progressed since 1995 in demonstrating social and emotional outcomes in a variety of settings, a better understanding of the nature of effective programming, and further documenting the role the instructor plays in the learning experience. Recommendations are provided on developing more rigorous methodologies for future research, understanding the role of the physical environment in the learning experience, and utilizing theoretical approaches to integrate outdoor adventure education into broader academic realms.

Family relations during adventure in nature activities

ABSTRACT ]This descriptive exploratory qualitative study reflected on family and social relationships during outdoor adventure activities. The general context was Florianópolis, Santa Catarina, Brazil. Six preselected children, aged 5–12, who regularly participate in outdoor adventure activities, as well as one parent who supports their activities was included (12 total participants). Data were collected through observation, field diaries, semi-structured interviews, and were investigated with the content analysis technique. This study identified values in the parent/child relationship that legitimize education for and through adventure, developments in this intergenerational relationship, as well as the strengthening of family ties through outdoor adventure activities.

Flow and outdoor adventure recreation: Using flow measures to re-examine motives for participation

Adventure participants have traditionally been viewed as having thrill or risk-seeking motives, and this perception remains despite empirical research suggesting that other motives may drive participation. This study was conducted to extend understanding of participation motives of adventure recreation participants in relation to Csiksentmihalyi’s nine-dimension model of flow and other proposed motivational constructs. Participants (n = 199) who had typically engaged in their adventure recreation activity (i.e., highlining, rock climbing, downhill mountain biking, freefalling, snow sports) regularly, and with considerable competence, took part in this investigation by completing self-report measures of dispositional flow (The Dispositional Flow Scale; DFS-2), state flow (The Short Flow State Scale; SFSS), and participation motives in their adventure recreation environments. Support was observed in confirmatory factor analytic procedures for the factorial validity of DFS-2 and SFSS data obtained from adventure recreation participants. Mean scores from measures on participant experience of flow in adventure recreation were generally found to be significantly higher than previously observed in other physical activity domains, with some differences also being observed among adventure recreation subgroups. Contrary to traditional explanations of adventure recreation participation, risk-seeking was not supported as a key underlying motive by participants in this study. Mastery of one’s adventure recreation activity, perceived connection to one’s activity, and trust in one’s skills, were identified as important participation motives. This study demonstrated that the DFS-2 and SFSS were able to satisfactorily assess flow constructs in adventure recreation, and supported recent research demonstrating flow to be a relevant experience to this setting. The implications of these findings for theory, practice, and future research directions in adventure recreation are discussed.

The Relational Status Game of an Educational Expedition Group

Group status hierarchies can affect individuals’ experiences (e.g., sense of belonging) and the group’s outcomes (e.g., cohesion) in group-based outdoor adventure education programs. The study aimed to explore how specific interpersonal status processes, which we also call the “relational status game,” within an expedition group, affect inclusion and exclusion dynamics. Drawing on ethnographic data and a Bourdieusian sociological framework, we explore how members of an educational expedition group used their interpersonal relations and engaged in specific social interactions to maintain or improve their status. Six relational strategies that led to either social exclusion or social inclusion were identified. Relational strategies are interpersonal relations and interactions between group members that depend on one another’s “objective” positions in the group and whose nature (positive or negative) can provide social status benefits for at least one member. Outdoor educators could build on those findings to raise groups’ awareness about this issue in order to foster inclusive group dynamics.

Men's Perspectives on Gender Relations in the Outdoor Education Field: Furthering the Case for a Hybrid Masculinity

Background: Scholarship has demonstrated the influence of hegemonic masculine norms on values and practices in outdoor adventure education. However, recent publications indicate that men outdoor leaders may be increasingly aware of gender biases and consequently changing their practice. To date, few publications have considered men outdoor leaders’ understanding of masculinity in the field and how it affects their practice and professional interactions. Purpose: This study critically examined multiple aspects of gender relations from men outdoor leaders’ perspectives to determine if observed changes in some men's practice signal changes toward a more equitable understanding of masculinity or merely a pivot to maintain the status quo. Methodology/Approach: A single-embedded case study methodology was employed. Interview, observation, and artifact data were collected from 18 men outdoor adventure education leaders across the United States and Canada. Findings/Conclusions: Participants noted awareness of gender inequity and articulated some strategies employed to combat sexism, particularly those associated with gendered student expectations. However, multiple participants also demonstrated gendered blind spots and supported gender hierarchy. Implications: Participants’ demonstrated awareness of gender issues, but the considerable blind spots identified in the data indicate a troubling lack of critical self-reflection and provide support for dominant hybrid masculinity.