Outdoor Programming Research Articles

Use of Nearby Nature in College Outdoor Programming

Background A universal adjustment to pandemic restrictions for the colleges and university outdoor programs we interviewed was limiting travel. This forced outdoor programs to modify their offerings. Some chose to use closer outdoor venues. Purpose This investigation sought to understand if college outdoor leaders believed they achieved or could achieve their program's goals using nearby nature from March 2020 until travel restrictions were lifted—usually beginning in fall 2021—as well as if the use of closer outdoor venues stayed the same or increased after that. Methodology This study gathered data through semi-structured interviews ( n = 14) with college outdoor program leaders. Findings College outdoor leaders reported they were able to achieve some to most of their program's goals, like teaching trip planning skills and providing opportunities for social contact with others by using nearby nature. Once pandemic travel restrictions were lifted, programs largely returned to distant programming. Implications Given the reduction of barriers to participation (e.g., cost and travel logistics) and the benefits (positive health outcomes and socialization) identified in this study of programming in nearby nature, college outdoor leaders are encouraged to increase programming in nearby nature to achieve some of their program goals.

The Developmental Value of Independent Student Expeditions in Outdoor Adventure Education for Emerging Adult-Aged Participants

Research has articulated the benefits of autonomy in outdoor programming (e.g., Chang, 2017), and the independent student expedition (ISE) is one type of autonomous experience that has received attention across the literature. Research suggests that ISEs have the potential to foster personal growth and promote group development (e.g., Daniel et al., 2014). However, the majority of research conducted on these experiences focuses on the outcomes of participation, and much of it has been conducted with adolescents under 18 years of age. As such, less is known about the developmental affordances ISEs offer emerging adults. The purpose of this study is to re-examine unaccompanied ISE experiences utilized during outdoor adventure education programming to identify the meaningful learning occurring during this course component for emerging adult-aged participants and investigate the pedagogical mechanisms present during ISE that foster growth and development for these individuals and help them realize important developmental milestones.

Trends and Issues in Experiential and Outdoor Education Programs

This brief article summarizes five trends and issues discussed during a moderated panel and round table discussion at the Association for Experiential Education (AEE) Symposium on Experiential Education Research (SEER) in November 2023. The aim of this session was to expand on prior documented trends and disseminate current experiential and outdoor education (EOE) trends, issues, and related research. These are only a few of the many EOE trends and issues but they represent both meta trends/issues and program-specific trends. This session was designed for scholars and practitioners who teach, provide program administration, and/or conduct research and evaluation efforts for EOE and related disciplines. Topics included cultural representation in the outdoors, trauma and mental health trends, safety II: a new view of risk management, nature and outdoor programming, and whether college outdoor orientation leaders should be paid. We hope that you, the reader, are inspired to consider what trends and issues are impacting your work and explore areas for future research.

Barriers for Veterans Accessing Outdoor Programming: An Examination of Website Representation

Background: Existing outdoor programs which market to veterans are likely to help veterans to get outdoors and to connect with one another. However, these programs appear to market to mostly White, male populations even though many veterans are female and racially diverse. Purpose: In order to consider barriers to outdoor program engagement for diverse and marginalized populations of veterans, the present study evaluated the website landing pages for outdoor programs serving veterans. This study explored the question: what racial and gender identities appear on the online marketing for veterans-serving outdoor programs? Methodology/Approach: In order to answer the research question, four coders independently coded visual data from imagery found on publicly-available websites and each organization's associated social media. Three hundred and six veteran-serving organizations providing outdoor programming were identified and coded. Findings/Conclusions: Image coding revealed that website landing pages for these programs presented a majority of White and male images, with a minority of images of women and racial minorities. Implications: The present study suggests that veteran-serving outdoor programs should consider how they present themselves in terms of their representation of diverse and marginalized identities in their marketing. Unless such program change their online materials, female veterans and veterans from racially diverse backgrounds and marginalized communities may continue to face significant barriers in accessing outdoor programming.

Website Representation as a Potential Barrier for Veterans Accessing Outdoor Programming

Research indicates that outdoor recreation can serve as adjunct to mental health treatment for veterans, enhancing mental health of veteran populations. However, existing outdoor programs appear to serve largely White, male populations even though many veterans are female and racially diverse. In order to consider barriers to outdoor program engagement for diverse and marginalized populations of veterans, the present study examined website landing pages for programs which provide outdoor programming for veterans and/or military populations. The study aimed to answer the question: what racial and gender identities appear on the online marketing for veterans-serving outdoor programs? In order to answer the research question, four coders independently coded visual data from imagery found on publicly-available websites and each organization’s associated social media. Three hundred and six organizations which provide outdoor programming for veterans were identified and coded in the present study. Image coding showed that website landing pages for outdoor programs serving veterans present overwhelming White and male images, rather than images of women and racial minorities. The implications of the present study for veteran outdoor programs are that such programs need to consider how they market and present themselves in terms of representing diverse and marginalized identities in their materials. Without modifying their existing materials, female veterans and veterans from racially diverse backgrounds and marginalized communities will continue to face substantial barriers in getting outdoors.

Backpacking Veterans: Exploring Sense of Belonging, Happiness, and Stress-Coping

U.S. military veterans attend college in increasing numbers, yet, often without a sense of attachment to their university. This mixed-methods exploratory study examined sense of belonging, happiness, and stress-coping outcomes for student veterans (N = 9) participating in a backpacking event. Results indicate the treatment group’s happiness level improved significantly over the control group, t(7) = 2.80, p = .027. Treatment group scores also improved on stress-coping, t(7) = 1.56, p = .163, and sense of belonging, t(7) = 2.28, p = .056; however, results were not statistically significant. The backpackers attributed increases in social belonging and happiness to the following elements of the trip: social support, stress coping, physical benefits, and camping skills. Although further quantitative research is indicated using larger and more diverse participant groups, findings from this study support the use of outdoor programming with veteran college students.

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.

Celebrating Diversity and Inclusion in the Outdoors

Delegates from 22 countries and four continents assembled in Ireland during September 2019, for the European Institute for Outdoor Adventure Education and Experiential Learning (EOE Network) conference which was themed on the celebration of diversity and inclusion in the outdoors. Conference delegates were invited to have their presentations considered for conversion to journal articles for inclusion in a specially themed issue of JOEE. In this special issue, the majority of articles relate to the inclusion of persons with a disability, social inclusion, and issues related to inclusive practice in schools-based outdoor programming. Here, we celebrate some of the many participants in outdoor and environmental education and the authors and educators who have chosen to learn about equity and are campaigning to have more equity in their organizations and their work in outdoor education. Likely no outdoor professional intends to be ableist, racist, genderist, or sexist. However, we can, unintentionally, adopt any one of these stances if we do not educate ourselves appropriately. Diversity is a fact. The world is comprised of diverse populations of people; and within those populations there is incredible diversity on many dimensions: race (though race is artificially constructed), gender, age, ethnicity, physical and cognitive strengths, body shape, family constellation, immigration status, and more. These articles offer professionals in the field much to consider as they transform OE to be equitable and inclusive, helping more people enjoy and learn outside.

The experiences of trans and non-binary participants in residential and non-residential outdoor programmes

The degree to which policy, practice, and facilities accommodate trans and non-binary participants in outdoor programmes has been subject to limited research. The outdoors can be a heavily gendered space, demonstrative of both heteronormativity and hegemonic masculinity. This research explores current practices and the awareness, confidence and desire for inclusivity amongst outdoor practitioners. It adopts a bricolage approach involving composite vignettes with qualitative data obtained through questionnaires and interviews, and reports on the lived experience of trans and non-binary outdoor practitioners and participants, and expert inclusivity trainers in the UK. The data indicate that aspects of outdoor programming policy in respect of gender are unsuitable, outdated and incongruent with the opinions and aspirations of many practitioners and participants. The findings should encourage outdoor providers to review their policies in relation to gender and to strive for explicit inclusivity in respect of accommodating and welcoming gender variant participants.

Improving the Health of Cape Breton Island: Experiential and Community-engaged Learning

Abstract This case study documents experiential learning opportunities for students and faculty from Sport and Human Kinetics (SPHK) courses at Cape Breton University (CBU). We explore ways in which learning opportunities created an impact on student learning and leadership. Students created sessions for a university-led, community engagement program called ‘Youth in Motion’ (YiM). The program involves grade four students from every school on Cape Breton Island engaging in a half-day of physical activities. The university students were responsible for conducting thirty-minute sessions with each school group five times over the course of the half-day. First year course programming was more faculty structured, while third year programming was more student directed. Four students from each class, a fourth-year undergraduate teaching assistant, and the two professors involved in YiM were interviewed after the completion of the courses. Interviews were on average 15-30 minutes long and asked a series of questions that delved into the learning experiences of students and faculty involved in this initiative. Students were impacted by their YiM experiences in ways that influenced their understanding and leadership of developing fundamental movement skills and outdoor programming. Further, they learned unexpected lessons about communication, patience, and they noted that learning is fun! The professors noted that they could push the students’ learning further than they would in traditional pedagogies and that it was fun for them to be involved in too. There were also several stakeholder benefits. This case study has value for academic and non-academic audiences. Firstly, it provides examples of ways in which students benefit from community-engaged and experiential learning situations. It provides a model for how these experiences can be jointly organized by professors, community organizations, and the university. Further, for non-academic audiences interested in healthy leisure opportunities for children, this chapter illustrates how programs organized by trained and educated young adults may promote fun and motivating, physically active, and outdoor-friendly activities. VIU logo WLCE logo Information Vancouver Island University World Leisure Centre of Excellence © B. Callary and P. Maher, 2015

Nature as a mental health intervention: State of the science and programmatic possibilities for the conservation community

Evidence suggests that exposure to nature and natural stimuli benefits individual and community-level mental health, leading to new efforts to incorporate mental health benefits into land conservation design, policy, and programming. This article summarizes the existing evidence about nature exposure and mental health and presents findings from a six-month knowledge-generation exercise conducted through the Yale School of the Environment to identify best practices and potential programmatic activities for the parks and land management sector to support youth mental health through nature-based, outdoor programming. Key recommendations include details on: (1) starting conversations about mental health and nature within the community, (2) recognizing organizational limitations and pursuing partnerships, (3) engaging communities in program development, (4) providing welcoming spaces to build participant comfort, and (5) creating programming that is flexible and adaptable, and becomes more challenging over time. Potential nature-based pilot activities include: (1) low-input ideas for short-term programming, one-off events, or reconfiguration of messaging materials, staff training, and the composition of the organization’s board of directors; (2) medium-input ideas for partnering with outside organizations to connect existing user groups to preserved lands and expand activity offerings; and (3) high-input ideas for generating new programs, typically with organizational partners. The land conservation and parks stewardship sector has a unique opportunity to provide mental health benefits to the communities in which it operates, potentially raising the profile of conserved lands as important and beneficial for society.

Use of Outdoor Education to Increase Physical Activity and Science Learning among Low-Income Children from Urban Schools

ABSTRACT Background: Outdoor education may positively impact the educational, physical, and emotional development of youth, but studies are sparse among urban children. Purpose: To investigate 1) physical activity (PA) levels in outdoor versus indoor education environments, 2) science learning gains during outdoor education, and 3) programmatic acceptability among children from an urban, low-income school district attending an outdoor education program. Methods: N = 69 were randomly chosen from 571 4th graders participating in an outdoor education program. PA levels were measured using accelerometers; science knowledge was measured using a pre-post assessment; acceptability was assessed using a questionnaire. Results: Students took part in over an hour more of moderate to vigorous physical activity (MVPA) (p < .05) and increased the proportion of time spent in MVPA by 25% (p < .05) on outdoor education days compared to indoor school days. Science knowledge improved significantly pre- to post participation (p < .01). Students reported high levels of enjoyment and science learning engagement. Teachers reported the experience increased students’ PA levels and improved students’ science knowledge. Discussion: School districts may be able to leverage outdoor programs with community partners to promote PA and simultaneously improve science learning. Translation to Health Education Practice: Community partnerships can help urban youth from under-resourced schools meet PA recommendations and improve academic performance through outdoor education programming.

COVID-19 Outbreak at an Overnight Summer School Retreat - Wisconsin, July-August 2020.

During July 2-August 11, 2020, an outbreak of coronavirus disease 2019 (COVID-19) occurred at a boys' overnight summer school retreat in Wisconsin. The retreat included 152 high school-aged boys, counselors, and staff members from 21 states and territories and two foreign countries. All attendees were required to provide documentation of either a positive serologic test result* within the past 3 months or a negative reverse transcription-polymerase chain reaction (RT-PCR) tests result for SARS-CoV-2 (the virus that causes COVID-19) ≤7 days before travel, to self-quarantine within their households for 7 days before travel, and to wear masks during travel. On July 15, the Wisconsin Department of Health Services (WDHS) began an investigation after being notified that two students at the retreat had received positive SARS-CoV-2 RT-PCR test results. WDHS offered RT-PCR testing to attendees on July 28 and serologic testing on August 5 and 6. Seventy-eight (51%) attendees received positive RT-PCR results (confirmed cases), and 38 (25%) met clinical criteria for COVID-19 without a positive RT-PCR result (probable cases). By the end of the retreat, 118 (78%) persons had received a positive serologic test result. Among 24 attendees with a documented positive serologic test result before the retreat, all received negative RT-PCR results. After RT-PCR testing on July 28, WDHS recommended that remaining susceptible persons (asymptomatic and with negative RT-PCR test results) quarantine from other students and staff members at the retreat. Recommended end dates for isolation or quarantine were based on established guidance (1,2) and determined in coordination with CDC. All attendees were cleared for interstate and commercial air travel to return home on August 11. This outbreak investigation documented rapid spread of SARS-CoV-2, likely from a single student, among adolescents and young adults in a congregate setting. Mitigation plans that include prearrival quarantine and testing, cohorting, symptom monitoring, early identification and isolation of cases, mask use, enhanced hygiene and disinfection practices, and maximal outdoor programming are necessary to prevent COVID-19 outbreaks in these settings (3,4).

Preventing and Mitigating SARS-CoV-2 Transmission - Four Overnight Camps, Maine, June-August 2020.

The World Health Organization declared coronavirus disease 2019 (COVID-19) a pandemic on March 11, 2020.* Shortly thereafter, closures of 124,000 U.S. public and private schools affected at least 55.1 million students through the end of the 2019-20 school year.† During the summer of 2020, approximately 82% of 8,947 U.S. overnight camps did not operate.§ In Maine, only approximately 20% of 100 overnight camps opened.¶ An overnight camp in Georgia recently reported SARS-CoV-2, the virus that causes COVID-19, transmission among campers and staff members when nonpharmaceutical interventions (NPIs) were not strictly followed (1); however, NPIs have been successfully used to mitigate SARS-CoV-2 transmission among military basic trainees (2). During June-August 2020, four overnight camps in Maine implemented several NPIs to prevent and mitigate the transmission of SARS-CoV-2, including prearrival quarantine, pre- and postarrival testing and symptom screening, cohorting, use of face coverings, physical distancing, enhanced hygiene measures, cleaning and disinfecting, and maximal outdoor programming. During the camp sessions, testing and symptom screening enabled early and rapid identification and isolation of attendees with COVID-19. Among the 1,022 attendees (staff members and campers) from 41 states, one territory, and six international locations, 1,010 were tested before arrival; 12 attendees who had completed a period of isolation after receiving a diagnosis of COVID-19 2 months before arrival were not tested. Four (0.4%) asymptomatic attendees received positive SARS-CoV-2 test results before arrival; these persons delayed their arrival, completed 10 days of isolation at home, remained asymptomatic, and did not receive any further testing before arrival or for the duration of camp attendance. Approximately 1 week after camp arrival, all 1,006 attendees without a previous diagnosis of COVID-19 were tested, and three asymptomatic cases were identified. Following isolation of these persons and quarantine of their contacts, no secondary transmission of SARS-CoV-2 occurred. These findings can inform similar multilayered public health strategies to prevent and mitigate the introduction and transmission of SARS-CoV-2 among children, adolescents, and adults in congregate settings, such as overnight camps, residential schools, and colleges.

Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education

ABSTRACT This study investigates the interconnectivity between art and ecology within a Forest School model. The success of outdoor programming, like Forest Schools, suggests that other outdoor curriculum art-based environmental education could provide valuable learning experiences. Within this article, the author dispels myths surrounding a romanticized connection between children, nature and artmaking. The findings revealed that the symbiotic relationship between art and ecology within the Forest School model empowered the children in three distinct ways: (1) they became scientists/artists, (2) they made discoveries through collaborative efforts and (3) they infused art and science as they shared sketches and explored their environment.

Paddling Toward Empowerment: Exploring the Effects of an All-Female Canoe Camping Expedition on College Students

Although society has made significant strides toward gender equality, many women still confront situations in which they feel disempowered. Developing skills and abilities that enable women to gain control and take action to improve their life situation is paramount to counteracting the limits that prevent them from challenging their disadvantaged position. This study explored the effect of an all-female canoe camping experience on fostering a sense of empowerment. This study used a phenomenological approach, and eight female college students participated in in-depth posttrip interviews. Interviews provided a means to better understand participants’ experiences from an 8-day canoe camping expedition on the Suwannee River in northern Florida. Findings revealed a number of specific themes including meanings ascribed to empowerment, the power of the single-sex experience, engineering empowering experiences, and benefits beyond the experience. These results provide support for the development of allfemale outdoor programming designed to meet specific outcomes.Subscribe to JOREL

Making a connection to field geoscience for Native American youth through culture, nature, and community

This qualitative study examines the experience of 12 Native American youth who participated in culturally appropriate geoscience summer programs throughout California. These programs have been shown to change participating youths’ perceptions of science. After the programs, the youth are more likely to describe science as something tribes use to manage natural resources and have been using for a long time, something that is not only learned in classrooms, and that they can live a cultural way of life and still be scientists. In this study we used hermeneutic phenomenology to understand the experience of the participating youth. Semistructured, life-world, pre- and postinterviews were designed to elucidate participants’ program experience. These were coded and analyzed following phenomenological methodology. Our analysis shows the function of program elements in providing a supportive path for student participants into science building on a base of cultural and individual assets. The results suggest that having a supportive community that is familial, supportive, and empowering, and in which youth can express their culture while participating in outdoor programming provides the foundation to approach the science content. Moreover, positive connections between nature and our science content are made in this context, broadening participants’ concept of science to include outdoor and field sciences. This provides scaffolding in which these new conceptions of science as nature, and nature as science, can be applied to participants’ lives outside of the program, and also increases a sense of science identity and an accompanying shift in aspirations to become tribal science leaders.

This kill shot is brought to you by…: An analysis of hunting television in the United States

This article analyses hunting television shows selected from three cable channels dedicated to outdoor programming. Despite this genre’s long standing and its influence on mainstream spin-offs, such as Duck Dynasty (2012–present), almost no research examines hunting television. This study pays specific attention to commercial sponsorship and the depiction of killing. Against claims that these shows are designed to educate viewers about conservation, safety and sporting ethics, we find that hunting television is oriented primarily around product marketing and ‘killing on camera’. These findings illustrate the need to examine the confluence of consumerism, entertainment media and hunting culture.

Benchmarking Standards of Incident Reporting in College and University Outdoor Programs

Literature on best practices for reporting incidents in college and university outdoor programming is limited. This study explored benchmarking standards for incident reporting in college outdoor programs. The researchers accomplished this by examining how outdoor program directors record incidents and near misses, constraints to recording, overall performance perceptions, and their recording preferences. The researchers found that programs that use database reporting systems are less constrained and have a higher perception of success than those without such systems. They also found that 26% of programs do not record near misses at all. Further findings and recommendations for recording incidents and near misses are discussed. Subscribe to JOREL

Lasting Impacts of Outdoor Orientation Programming: A Preliminary Study Using Longitudinal Data

The purpose of this mixed-methods study was to examine the lasting impacts of students who attended outdoor orientation programs. This research sought to explore a critical gap in outdoor recreation research: longitudinal research about lasting impacts of outdoor orientation programming. We asked the following research questions to guide the study: (a) Do students who attended New Student Wilderness Expedition (NSWE) at Texas State University have higher grade point averages and higher retention rates than students who attended traditional new student orientation (NSO) programs? (b) Do students who participated in NSWE programming perceive a lasting positive impact on social factors that contribute to college retention? (c) Do students who participated in NSWE programming perceive a lasting impact on their existential development? Findings indicate that students who participated in NSWE were significantly more likely to graduate than students who attended NSO and that students perceived lasting positive social impacts and a lasting impact on existential development. Subscribe to JOREL