Helping factors in outdoor adventure education: An exploration of how they vary across intervention stages of group process during an expedition

Gargano, Virginie; Harper, Nevin J.

doi:10.1080/14729679.2022.2070229

Cited by 1 publication

(1 citation statement)

References 34 publications

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“…However, it should be noted that several research limitations have been reported for OAE research, such as issues with sample size, generalizability of findings, the use of validated questionnaires, and the management of confounding variables (Rose et al, 2018; Scrutton & Beames, 2015). To our knowledge, only a small number of studies have explored OAE program components as they relate to wellbeing (e.g., Ewert & McAvoy, 2000; Hattie et al, 1997) and, more specifically, utilizing qualitative methodology (Gargano & Harper, 2022; Russell & Phillips‐Miller, 2002; Russell et al, 1999). As such, we aimed to gather evidence via adolescent student and OAE industry expert opinions to guide the development of key components of an OAE program that would impact adolescent wellbeing.…”

Section: Introductionmentioning

confidence: 99%

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

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Picknoll

Piggott

et al. 2023

Journal of Adolescence

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Background 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. Methods 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. Findings 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. Contribution 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.

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