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Outdoor Education (OE) is usually associated with challenging activities and developing skills among students.  It also teaches learning through the interaction with the nature world which helps to educate for environmental appreciation. Is the frequency of involvement can determine the appreciation among its participants?  So, the objectives of this study are to identify the involvement of outdoor activities, its enjoyment of participation and its relationship with nature appreciation among undergraduate students in a higher learning institution in Malaysia. One hundred and sixty-nine (n=169) students who participated in this study were from a Physical and Health Education Program. Results from the study indicated high levels of participation with much pleasure from diverse outdoor activities in water and land based. Pearson’s correlation analysis was performed between each type of water and land-based activity with nature appreciation. Analyses were found to have significant relation of several activities with nature appreciation. Findings indicated a significant but weak relationship between the overall activities and nature appreciation among the students. It was suggested that integrating together new area of studies related to mother nature should be incorporated during the activities.

More often than not, male students are seen to be more active in recreation activity than female students. To investigate this matter, a study was done on the female recreational activity participation. This study investigated the perception and constraints towards recreation activity among female students in a university in Malaysia. This study used a questionnaire regarding the recreation activity to collect the findings. Sixty respondents have been selected randomly as the subject for this study. All the information that is obtained from the questionnaire has been collected and analyzed using SPSS. It was found recreation is most often perceived as 'extreme sports' by female students.Moreover, most of the female students perceived themselves as participating regularly in recreational activity. The reasons for not participating in recreational activity are of lack of time, low energy level, lack of participants, lack of facilities and money. It was also found female students prefer outdoor activities such as camping, abseiling and wall climbing. Future studies should compare the perception of male and female students' on recreational activity.

Participating in physical activity usually started with one or more reason. This reason then turns into goal to achieve. This is how people derive their motivation to doing physical activity. Ryan [1] investigate fifteen potential motivation of exercising including fun and enjoyment; improve cardiovascular fitness and ongoing good health. Woolf [2], the motivations to engage in physical activity were shown by cluster that evaluates six elements. The elements include competence challenge motivation, appearance motivation, and relaxation motivation, satisfaction with fitness, involvement with fitness and involvement with health. These elements than categorize into few cluster that shows the respondent level of motivation. The descriptive analysis was used to determine the frequency and the mean of the data. The study use Exercise Motivation Inventory (EMI-2) and International, Physical Activity Questionnaire (IPAQ) and also Theory of reasoned of action as a based. This research found that, all five motive affect the involvement of the individual in physical activity with the significant of p-value=.000. Besides, the motive that give affect the most towards the individual is social, challenge and fitness. Meanwhile, the motives that preferred by males are fitness and challenge, while for female teacher is appearance and health.

The aim of this study is to investigate the nature and magnitude of the relationship between self-reported physical activity and fitness and the extent to which the association varies with Muslim and Non-Muslim group. Fitness was assessed by use of sub-maximal bicycle ergometer test to predict maximal aerobic capacity, an assessment of body composition and the measurement of upper and lower body strength. Activity pattern and health status will be assessed by questionnaire. A total of 112 subjects focused on male of the staff, postgraduate, and undergraduate student of Birmingham University undergone fitness testing by bicycle ergometer, body composition and self-reported health questionnaire. The interrelation of the physical characteristics, self-reported exercise behavior, fitness measures, health risk factors such as smoking and alcohol consumption is discussed. Age has the strongest association with fitness measures. Involvement in strenuous exercise as well as exhausting exercise appears to be related to fitness. Percentage body fat is also associated, inversely, with fitness. The difference between the younger and older participants in % body fat undoubtedly reflects the much greater time spent in vigorous exercise by the Muslim and Non-Muslim participants. However, the differences in BMI between the Muslim and Non-Muslim, for the Muslim and Non-Muslim cohorts respectively, reflect additional mechanisms, as they are largely driven by differences in height rather than mass. These data emphasize the importance of not relying solely on BMI as a measure of size.

This article is designed to enhance understanding about how job characteristics motivate physical education teachers. This is an important area of research because Ministry of Education Malaysia invest so much time and money into the creation and development of their physical education teachers and it is important to understand how the work they do relates to their motivation. We applied the organizational behavior concepts of the Job Characteristics Model developed by Hackman and Oldham (1975) to physical education teachers in order to better understand the work of physical education teachers and raise awareness of this important gap in the literature. Our hope is that the proposed research agenda will spark interest in and contribute to the legitimacy of physical education as a field of research.

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