Outdoor Adventure Research Articles

Measurement of Tourism-Related CO2 Emission and the Factors Influencing Low-Carbon Behavior of Tourists: Evidence from Protected Areas in China.

In the fight against climate change, future policy directions in the transition toward a green travel- and tourism-based economy include improving tourism-derived CO2 emission levels and guiding individual low-carbon behavior. In China, people tend to engage in outdoor adventure travel and cultural tourism in natural areas. However, limited information is available on the empirical evaluation of energy use and the CO2 emissions associated with tourism in protected areas. The present study used a life cycle assessment to explore energy use and CO2 emissions due to tourism and identify the factors driving low-carbon behavior. To these ends, survey data for the protected areas of the Qinling Mountains from 2014 to 2019 were used. The results showed that energy use and CO2 emissions in various tourism sectors steadily increased from 2014 to 2019, primarily because of an increase in transportation activity. This study used data derived from the calculation of CO2 emissions per tourist per trip to identify the various factors jointly contributing to the low-carbon behavior of tourists. These included a low-carbon attitude, low-carbon knowledge, environmental education, and policy reward. The broader implications of this study are that several emission reduction policy options are available to address the challenges inherent in sustainable tourism development and that these policies may be selected according to specific conditions. The low-carbon transformation of recreational facilities at travel destinations, policy rewards, and environmental education can regulate tourist behavior, holding the key to sustainable tourism development in protected areas.

Adventure Therapy for Adolescents with Complex Trauma: A Scoping Review and Analysis

Background: Childhood adversity is linked with mental health concerns, including complex trauma (CT), whereas positive experiences may be restorative. Treatment for CT with adolescents commonly uses therapies administered indoors. Yet outdoor adventure, being rich in positive experiences, may also be appropriate. Purpose: This article examines how adventure practices may be healing for adolescents with CT. Methodology/Approach: A scoping review of literature since 2014 on adventure therapy (AT) for 12- to 18-year-olds with CT was undertaken. Refining searches from six databases identified six texts which met inclusion criteria. A seventh paper was added manually. Findings/Conclusions: CT-informed adventure tended toward a tri-phasic approach: safety, processing, and integration. Adventure benefits included improvements in attachment, skills, schemas, and stress management. An ecological approach was identified, through the analysis, as were some well-intended but harmful practices that a human rights-based practice framework may help avoid. Implications: Adopting an ecological and human rights-based approach as frames for AT research and practice may yield new insights and enhance program effectiveness for youth with CT. This should apply to adventure generally and specifically to AT; however, more research is needed given the paucity of available texts.

Personality Features–Decisive Factors in the Development of the Outdoor Education Activities

The new perspective on outdoor education in sports identifies it as a method of unfolding that falls under psychosocial bearing. The main focus of our study is on ethical principles as a manifestation of accountability, respect, honesty, independence, self-control, and courage in young people's interpersonal relationships. This approach takes the stance that education entails the promotion of numerous types of personal and social advantages, especially the idea of personal wellbeing. It is stated that advancing this perspective offers the best suitable lens through which to examine the educational benefits of outdoor adventure activities. Our study revels personality features that are enriched by the outdoor education: initiative, perseverance, enthusiasm, tenacity, organizational aptitudes. The authentic relation man-nature, and the free spirit of outdoor education has positive impact on a harmonious healthy life of modern society.

Physical Activity Levels during Therapeutic Camp Activities in Youth with Disabilities in the United States

Youth with developmental disabilities (DD) face challenges that may impact their participation in physical activity. One of the biggest challenges is the availability of opportunities to engage in activities that are adapted for youth with DD. In addition, due to challenges with current physical activity assessment methods for youth with DD, the activity levels during modified activities remain unclear. The purpose of this investigation was to determine the activity levels of youth with DD during structured and unstructured activities offered during a therapeutic camp. This camp was a five-day, overnight experience in an outdoor camp center in the southeastern region of the U.S. Youth (n = 29; 14.6 ± 3.9 years) with more than one DD and with varying abilities wore accelerometers while they engaged in 13 activities of varying categories (functional/gross motor, game, sociodramatic, fine motor, free play) and contexts (ropes, horses, outdoor adventure, music and movement, yoga, come on down, sports and games, theatre, cabin challenge, arts, cooking, mad science, free play). Activity level varied by activity category and context and the intensity level of the majority of the camp activities was classified as either sedentary or light. There was a time course effect on activity; most activities resulted in a gradual decline over the session, except for cooking, sports and games, and free play. This therapeutic camp provided an opportunity for youth to engage in physical activity that would be classified as light intensity. The activities available at this camp were designed to address specific goals and objectives and provided enrichment opportunities (e.g., life skills, social skills) for youth to obtain multiple skills while using movement as a framework to deliver the content.

High-sensitivity RGO-TiO2 humidity sensor driven by triboelectric nanogenerators for non-contact monitoring of human respiration

Respiratory monitoring is an effective method to assess human health and provides valuable information for early warning and diagnosis of respiratory diseases. However, respiratory monitoring equipment relies on traditional power supply model, which limits real-time monitoring of breathing in fields of outdoor adventure, nomadism and long-distance running. As a solution, a triboelectric nanogenerator (TENG)-driven self-powered humidity sensor for human breath monitoring was prepared. A flexible TENG composed of Ti3C2Tx: PDMS composite film and Ni/Cu polyurethane foam sponge was used as self-powered part of the device, RGO-TiO2 humidity sensor was used as the respiratory sensing part of the device. Compared with the traditional humidity sensor, TENG-driven self-powered RGO-TiO2 (TENG-RGTO) shows high response (359.2), fast response/recovery time (1/5.2 s), good reversibility, small humidity hysteresis (0.54%) in the range from 0% RH to 95% RH. Furthermore, TENG-RGTO humidity sensor can realize recognition of breathing states at different frequencies and intensities in real time. Meanwhile, a breathing alarm device driven by humans is designed. This research not only broadens the application range of TENG but also provides a new design idea for self-powered breathing monitoring sensor.

The COVID-19 Effect: Examining Organizational Resilience in Outdoor Adventure and Experiential Education

The COVID-19 (Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2)) pandemic has impacted much of society, including those organizations involved in the fields of outdoor adventure and experiential education (OAEE). This study examined the organizational characteristics held by a select group of OAEE organizations in an effort to identify practices associated with crisis resiliency as the OAEE fields transition to a Post-Vaccine Rollout (PVR) setting and beyond. Data for this study came from Phase 4 of a parent study examining the impacts of the COVID-19 pandemic on outdoor adventure education fields (OAEE) (Leonard et al., 2021). Data were collected via online survey using Qualtrics and examined at three points: 1) pre-pandemic; 2) pandemic; and 3) post-vaccine rollout (PVR). Both demographic and organizational resilience items were collected. Organizations were asked to grade themselves (A, B, C, D, E) on their levels of resilience during the three pandemic phases. From an initial sample of 860, 94 usable surveys were obtained for a 11 percent response rate. Overall, the organizations studied graded themselves as fairly effective in dealing with the pandemic. Moreover, the level of organizational resilience they reported started high (pre-pandemic), went down (during the pandemic), and rose during the post-vaccine rollout phase, but generally not to pre-pandemic levels. Dealing with the COVID-19 pandemic has provided an opportunity for OAEE organizations to examine their effectiveness and organization resilience. This examination and subsequent action will be useful for the next crisis that emerges for the field.

Digital forest recreation in the metaverse: Opportunities and challenges

The metaverse could provide a new way of interacting with nature through immersive three-dimensional virtual worlds. This digital nature recreation has the potential to shape users' perceptions, knowledge, and behavior toward nature. Despite this potential, its user demand is currently unknown. This study analyzes the demand for digital forest recreation in the metaverse by conducting a discrete choice experiment with university students as potential metaverse users to fill this knowledge gap. The study results revealed that users preferred digital forest recreation to experience outdoor adventure and a nature-based digital twin in the metaverse, indicating that digital forest recreation has the potential to influence human-nature interactions. The students required responsible and immersive metaverse platforms for digital forest recreation that were not subject to invasions of user privacy (e.g., selling big data of users), biased algorithms (e.g., racism), algorithms selling virtual goods, cyberaggression (e.g., trolling), and less immersive virtual experiences. These findings highlight both opportunities and challenges for creating user-centered digital forest recreation in the metaverse. The research contributes to understanding potential interactions between technological, social, and ecological systems.

The Effects of Participation in Recreational Activities on Students’ Resilience and Sense of Belonging

The purpose of this study was to examine the effects of participation in five different recreational activities—instructor-led group fitness or exercise classes, intramural sports, open recreation, outdoor adventure activities and/or trips, or sport clubs—on undergraduates’ resilience and sense of belonging. We used data from the Multi-Institutional Study of Leadership (MSL) survey, which was completed by 48,232 undergraduates at 71 U.S. colleges and universities in spring 2018. We used propensity score matching procedures to construct matched pairs of students who did and did not have high levels of engagement in the recreational activities. The results of ordinary least squares analyses suggest that college students’ participation in instructor-led group fitness or exercise classes, intramural sports, open recreation, outdoor adventure activities and/or trips, and sport clubs has positive effects on students’ resilience and sense of belonging. Undergraduates’ participation in recreational activities can therefore serve as a catalyst for developing positive outcomes.

LET’S GO OUT! A GROUP-BASED INTERVENTION IN OUTDOOR ADVENTURE EDUCATION AS A SPECIAL EDUCATIONAL SUPPORT

<p>This article deals with the group-based behavioral, cognitive, and skill-training intervention program <em>Maltti </em>as a special educational support action applied with outdoor adventure education at the primary school level. The need to apply the group-based intervention arose from the special education teachers’ (N=2) desire to reinforce and expand their pedagogical methods in order to improve the students' development in special education. The special education teachers had a group of pupils with special educational needs, aged from 10 to 11 (5th graders in Finland). These pupils faced challenges in social and emotional development, for example, in the areas of psychological regulation, self-regulation, and emotional regulation. This article is a case study which presents how outdoor adventure education can be implemented in special education. It also describes how special education teachers experienced the group-based intervention intersecting with outdoor adventure education. The research findings indicate that together, the intervention and the outdoor adventure education encouraged pupils’ emotional and social development, well-being, relaxation, a sense of belonging, successful experiences, positive group experiences, and strengthened executive functions. The findings promote the use of outdoor adventure education methods in the group-based intervention <em>Maltti</em> with children with special needs.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0958/a.php" alt="Hit counter" /></p>

Novice tourists’ play experience in commercial outdoor adventure tourism: The perspective of reversal theory

Soft, commercial outdoor adventure tourism allows mass novice tourists to play through artificial interventions that manufacture risk and keep safeguards. From the perspective of reversal theory, this paper explores how to balance novice adventure tourists' risk perception and protective frame through designs of play forms to reach the optimal playful state. This question is investigated through a case of Chinese tourists' ziplining experiences in Thailand. Through observation and interviews, we find that novice tourists experience risky arousals through their interactive play with the ziplining-themed material environment. The interspersing interpersonal play moderates their interaction with the adventure facilities and helps them foster the protective frame to enjoy the risky arousals as fun. Tourists alternatively experience these two forms of play, and achieve an optimal playful ziplining experience once the protective frame matches their perceived risk. Our study enriches the study of play in tourism by revealing the mechanism of tourists’ play experience in novice commercial adventure tourism. It also broadens the managerial and theoretical perspective of outdoor adventure tourism by proposing a triangle radar model of adventure tourism products. ● Outdoor adventure tourism managers could design, evaluate and classify adventure tourism products based on the triangle radar model with interpersonal-, facility-, and competency-dominated dimensions proposed in this paper. ● The combination of interpersonal and facility dimensions could be considered in the design of soft commercial adventure tourism activities as their interplay satisfies novice tourists to taste a risky experience playfully in nature. ● Adventure facilities with multiple participations and certain flexible play rules, staff with hardcore and soft interactive skills are two necessary conditions to construct interpersonal play in adventure tourism. ● Play provides managers with an alternative way to connect tourists with nature.

A journey to adolescent flourishing: Exploring psychosocial outcomes of outdoor adventure education

There is an increasing appreciation that, in order to prepare learners for success in life, they require a holistic education providing not only academic skills, but also psychosocial competencies (Zins & Elias, 2006). Outdoor adventure education (OAE) shows potential as a way of developing these life skills, which are not easy to incorporate into the school curriculum (Sibthorp & Jostad, 2014). The aim of this qualitative study was to explore the psychosocial outcomes and perceived value of a school-based OAE programme (Journey) for adolescents in South Africa. Data from a convenience sample of 144 Grade 10 learners’ post-Journey surveys, letters to the school principals and interviews with members of the focus groups (n = 20), were thematically analysed using template analysis. Applying the acronym, FLOURISHING, the analysis suggests that while Journey was beneficial for the psychosocial development of most learners, not all perceived value from their experiences. We propose that positive psychosocial outcomes could be enhanced by adopting a strength-based approach to OAE. This study provides a unique sociocultural perspective, corroborating the beneficial effects of OAE and could have implications for pedagogical policy and practice within South Africa (SA) and further afield.

The “Sense of One’s Place” in the “Social Status Game” of an Educational Expedition Group

Group status hierarchies can affect individuals’ experiences and groups’ outcomes in group-based Outdoor Adventure Education programs. As status is associated with perceived competence, the aim of this study was to explore the strategies used by group members to influence others’ perceptions of their competences in an educational expedition group. Drawing on ethnographic data, a Bourdieusian sociological framework was used to highlight the rationale underlying the different strategies identified. Our findings indicated that participants’ sense of place in the group status structure influenced the strategies they used to convey an image of proficiency. Configurations of differential characteristics, such as gender, age, experience and social class, played a decisive role in this regard. Men who failed to achieve the status they believed they deserved were more likely to adopt strategies that were detrimental to others. We propose ways practitioners could build on these results to improve inclusivity and equality.

A Reverence for Time: Mindful Approaches to Land-based Travel Calculations

How long will it take to get from “Point A” to “Point B”? Estimating the answer to this question is essential for outdoor leaders to accurately and safely manage their outdoor adventure education course. By being able to carefully estimate the amount of time needed to travel a particular route, over the course of a day or an entire expedition, outdoor leaders will be able to avoid unnecessary risk and provide ample time for other curricula and experiences. This paper describes several land-based travel calculation methods (including the less known Munter system recently added to www.caltopo.com’smapping functionality), and notes why they are essential for leading successful outdoor expeditions. Along the way the paper articulates the pedagogical relevance of time calculation models to leadership curriculum and anticipates critiques related to the “McDonaldization” of outdoor adventure education.

Thru-hiking and Thriving: Exploring College Student Experiences on the Appalachian Trail

Background: Research shows that participation in outdoor adventure education (OAE) programs can confer individual educational, psychological, and social benefits that relate to college student thriving. Purpose: This qualitative study examined the experiences of college students who took a semester's leave to backpack the Appalachian Trail (AT) in order to understand how self-guided and immersive outdoor experiences can facilitate traits related to college student thriving. Methodology/Approach: We employed a longitudinal phenomenological approach and experience sampling to gain a holistic understanding of four college students’ experiences thru-hiking and transitioning back to college. The two primary sources of data included audio diaries and semi-structured pre-, mid-, and post-hike interviews. Findings/Conclusion: We found the self-guided and immersive nature of thru-hiking enabled participants to deal with immediate tasks while engaging in deep self-reflection about life on and off trail. Additionally, participants discovered how to integrate individual and broader group goals while also developing self-efficacy, self-confidence, and resilience when dealing with unforeseen circumstances. Implications: Our study suggests that providing opportunities for intensive and prolonged student-led and student-chosen outdoor experiences can meaningfully contribute to the development of traits related to interpersonal, intrapersonal, and academic components of college student thriving.

The Intersection of Natural Landscapes, Human Health, and Adventure Experiences: Linkages and Outcomes

Defined as nonmotorized activities and experiences usually done in a natural or nature-based environment that involve elements of challenge and either real or perceived risk, in which the outcome is uncertain but influenced by the skill and ability of the participant, outdoor adventure recreation (OAR) often involves specific types of mental states, emotions, cognitions, perceptions, motivations, and associated behaviors that often have connections to personal health. OAR activities and associated programs can facilitate the development of positive and beneficial outcomes for individuals and groups with health-related outcomes that span the range of emotional, physical, psychological, and spiritual benefits. Although the health benefits of nature have long been ascribed to, and more recently are commanding greater attention, the relationship between OAR activities and personal health has a more recent history. To date, however, research has consistently shown that adventure activities, particularly those using natural and outdoor settings, can be important in promoting a broad range of positive health outcomes. This article provides an overview of what OAR is, what activities constitute the OAR experience, and how these experiences and activities can contribute to positive health-related outcomes within a natural environment. The article concludes with implications for the future including (1) responses to the COVID-19 pandemic, (2) nature prescriptions, and (3) therapeutic programming for positive health outcomes.

By land or sea: Exploring motivations for outdoor adventure activities in a college student population

ABSTRACT Over the past several decades outdoor adventure recreation programs (OARPs) have seen an increase in popularity on university campuses across the country. This study used the Leisure Motivation Scale (LMS) developed, to measure motives for participation; that is, the study investigated college students’ motivations to participate in OARPs. Specifically, we sought to build a model for predicting interest in water or land-based activities based on experience levels and year in school. Using a sample of 152 participants from an OARP at a Midwestern University, results indicated significant differences in motivations based on stimulus avoidance. The findings from this study will help researchers and practitioners understand motivations for participation in OARPs and provide direction for more attractive and impactful outdoor programming.

Hybridizing Outdoor Adventure Education and Cooperative Learning in physical education. Students and teachers’ views

ABSTRACT The goal of the study was to assess the effects of two instructional frameworks (Cooperative Learning/Outdoor Adventure Education hybridization and Direct Instruction) on students’ motivation and disruptive behaviours and explore students and teachers’ views on hybridization. The participants were 170 high school students randomly distributed into an Experimental (hybridization) and a Comparison Group, and their two teachers. A quasi-experimental study and a mixed quantitative-qualitative approach were followed. Those who experienced the hybridization showed significantly higher intrinsic motivation and lower disruptive behaviours. The analysis of teachers and students’ responses produced four positive themes (enjoyment, autonomy, novelty, motivation), one negative (workload), and other mixing different feelings (uncertainty, relatedness, learning). Orienteering lessons were found capable of impacting positively on students. All students felt fully integrated into the class, promoting both models (Adventure Education and Cooperative Learning) and the content implemented (Orienteering) a shift in social hierarchies and equality among boys and girls.

Outdoor adventure education and constructive development theory: An inquiry into meaning making, growing up, and immunity to change

Outdoor adventure education and constructive development theory: An inquiry into meaning making, growing up, and immunity to change

3D micro-nanostructure based waterproof triboelectric nanogenerator as an outdoor adventure power source

Triboelectric nanogenerators (TENGs) have attracted wide attention in recent years for powering wearable electronics. However, the electrical output of TENGs is severely affected in high-humidity environments, which greatly limits their applications. Herein, we reported a waterproof, humidity-resistant TENG consisting of three-dimensional (3D) micro-structured polydimethylsiloxane (PDMS) film and polyacrylonitrile (PAN) nanofiber/zinc oxide nanorods (ZnO NRs) composite membranes triboelectric material. Hereafter, we call it 3D PDMS-ZnO/PAN TENG. The introduction of ZnO NRs on PAN nanofiber and 3D structured PDMS significantly enhances the electrical output of the fully packaged TENG, offering a maximum power density of 184.6 μW/cm2. Under the impact force of 30 N at 2 Hz frequency, the fabricated TENG can generate voltage and current of approximately 166 V and 37 μA. In addition, the TENG also exhibits an excellent electrical output performance at high humidity (up to 92 % RH) and even inside water. We further show that our TENG can work as a sustainable power source to drive commercial light-emitting diodes (LEDs), calculator, and hygrothermograph. Given its excellent electrical output performance in water and humid conditions, the TENG has a great potential for powering outdoor electronics in extreme weather.

Human Health and Outdoor Adventure Recreation: Perceived Health Outcomes

Forests and similar types of landscapes offer a myriad of outcomes and benefits often associated with participation in outdoor adventure recreation (OAR) activities. Previous research has shown that OAR participants are able to identify, perceive, and accurately report the effects and benefits of their participation. The health benefits of outdoor experiences, both active and more passive, have received a growing research interest, both as a setting and as a setting/activity complex. Research has identified six primary forms of health and well-being from outdoor and forest-type landscapes, including emotional, environmental, intellectual, social, spiritual, and physical. The preponderance of research in the health and wellness field synthesizes these forms into two primary categories, physical/physiological and mental/psychological. This study considered the health outcomes attributed to highly active OAR participation using three popular OAR activities: mountain biking (MTB), rock climbing (RC) and whitewater paddling (WW; including whitewater kayaking, whitewater canoeing, and whitewater rafting). A survey presented in situ to OAR participants in various areas of the Midwestern and Southeastern United States yielded 288 respondents. Using health perceptions and outcomes instruments as well as semi-structured interviews, the researchers found health to be an important factor for OAR participation. These findings are congruent with previous research that suggest that OAR participants specifically recreate in forested and other natural areas for enhanced physical and psychological health outcomes. The findings in this study also support the efficacy of the participation in OAR activities toward supporting both health improvement and maintenance. With physical and psychological health continuing to be an area of concern in today’s world, this study suggests that participation in OAR on forested and similar landscapes can be a successful health intervention strategy.